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Direct linkCapin, Philip; Stevens, Elizabeth A.; Vaughn, Sharon – Mind, Brain, and Education, 2023
Two potential pathways for improving reading outcomes for students with reading disabilities are presented: (a) systematically integrating self-regulation instructional practices within reading interventions and (b) aligning small-group reading intervention with core reading instruction to reduce the pressure on the executive system. Two separate…
Descriptors: Metacognition, Reading Comprehension, Teaching Methods, Reading Improvement
Austin, Christy R.; Vaughn, Sharon – Advances in Special Education, 2019
A substantial number of students read significantly below grade level, and students with disabilities perform far below their non-disabled peers. Reading achievement data indicate that many students with and at-risk for reading disabilities require more intensive reading interventions. This chapter utilizes the theoretical model of the Simple View…
Descriptors: Early Intervention, Reading Instruction, Young Children, Reading Difficulties
Hall, Colby; Steinle, Paul K.; Vaughn, Sharon – New Directions for Child and Adolescent Development, 2019
This paper reviews findings from four research syntheses that report the effects of academic language and/or reading interventions on language and reading outcomes for English learners who have or are at risk for learning difficulties. Studies included in the syntheses varied in research design and addressed multiple areas of reading and language.…
Descriptors: Reading Instruction, English Language Learners, Learning Disabilities, At Risk Students
Miciak, Jeremy; Roberts, Garrett; Taylor, W. Pat; Solis, Michael; Ahmed, Yusra; Vaughn, Sharon; Fletcher, Jack M. – Learning Disabilities Research & Practice, 2018
We examined the effectiveness of a researcher-provided reading intervention with 484 fourth graders with significant reading difficulties. Students were randomly assigned to one year of intervention, two years of intervention, or a business-as-usual comparison condition (BAU). Students assigned to two years of intervention demonstrated…
Descriptors: Reading Programs, Program Implementation, Intervention, Reading Difficulties
Capin, Philip; Vaughn, Sharon – TEACHING Exceptional Children, 2017
Significant numbers of adolescents and young adults do not adequately understand complex texts, impeding their school success, access to postsecondary learning, and opportunities within an increasingly competitive work environment. National data (National Assessment of Educational Progress [NAEP], 2015) have shown improvements among fourth- and…
Descriptors: Reading Improvement, Social Studies, Reading Difficulties, Reading Comprehension
Download full textCapin, Philip; Vaughn, Sharon – Grantee Submission, 2017
This article describes evidence-based practices that beginning special education teachers can readily implement in special or general education settings that promote reading and content outcomes for students with disabilities as well as general education students. We describe two approaches: (a) Promoting Adolescents' Comprehension of Text (PACT),…
Descriptors: Reading Improvement, Social Studies, Reading Difficulties, Reading Comprehension
Austin, Christy R.; Vaughn, Sharon; McClelland, Amanda M. – Learning Disability Quarterly, 2017
A subset of students fail to respond adequately to reading interventions. This synthesis systematically reviews studies in which students in grades K-3 responded inadequately to a Tier 2 reading intervention and were provided with a Tier 3 intervention. Descriptions of the Tier 3 reading interventions and effects are provided. To meet inclusion…
Descriptors: Reading Improvement, Intervention, Synthesis, Early Childhood Education
Torgesen, Joseph K.; Houston, Debra D.; Rissman, Lila M.; Decker, Susan M.; Roberts, Greg; Vaughn, Sharon; Wexler, Jade; Francis, David J.; Rivera, Mabel O.; Lesaux, Nonie – Center on Instruction, 2017
This document was prepared to assist literacy specialists in the national Regional Comprehensive Center network as they work with states to improve educational policy and practice in the area of adolescent literacy. It comprises three major parts: Part One: "Improving academic literacy instruction for students in grades 4-12." Based on…
Descriptors: Adolescents, Literacy Education, Content Area Reading, Content Area Writing
