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Examining the Role of Pre-Instruction Academic Performance within a Text-Based Approach to Improving Student Content Knowledge and Understanding
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Wanzek, Jeanne; Roberts, Greg; Vaughn, Sharon; Swanson, Elizabeth; Sargent, Katherine – Exceptional Children, 2019
Students with disabilities are often included in general education social studies classes, but these classes can differ in the achievement level of the overall class, including wide variation in content-related background knowledge, reading achievement, or both. The purpose of this study was to examine how background knowledge and reading…
Descriptors: Academic Achievement, Student Improvement, Randomized Controlled Trials, Adolescents
Vocabulary and Main Idea Reading Intervention Using Text Choice to Improve Content Knowledge and Reading Comprehension of Adolescents with Autism Spectrum Disorder
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Solis, Michael; Reutebuch, Colleen K.; Falcomata, Terry; Steinle, Paul K.; Miller, Veronica L.; Vaughn, Sharon – Grantee Submission, 2021
This simultaneous replication single-case design study investigated a vocabulary and main idea intervention with an aspect of text choice provided to students with autism spectrum disorder (ASD). Five middle school students with ASD participated in two instructional groups taught by school-based personnel. Results were initially mixed. These…
Descriptors: Vocabulary Development, Reading Comprehension, Reading Material Selection, Reader Text Relationship
Building on Past Successes: Designing, Evaluating, and Providing Effective Treatments for Persons for Whom Typical Instruction Is Not Effective
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Vaughn, Sharon – Remedial and Special Education, 2015
This article provides an overview of my experiences in special education as a teacher and subsequently as an intervention researcher providing background on where we were in providing instruction to individuals with disabilities 40 years ago (prior to legal protections and supports) compared with the present. This article acknowledges the progress…
Descriptors: Special Needs Students, Instructional Design, Instructional Development, Instructional Effectiveness
Grouping for Reading Instruction: Does One Size Fit All?
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Schumm, Jeanne Shay; Moody, Sally W.; Vaughn, Sharon – Journal of Learning Disabilities, 2000
Two studies involving 29 third-grade teachers found that overall, teachers used whole class instruction for reading and the same materials for all students, including students with learning disabilities. Students with learning disabilities made little academic progress and their attitudes about reading did not improve over time. (Contains…
Descriptors: Academic Failure, Elementary Education, Grade 3, Grouping (Instructional Purposes)