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Direct linkVaughn, 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
Hairrell, Angela; Rupley, William H.; Edmonds, Meaghan; Larsen, Ross; Simmons, Deborah; Willson, Victor; Byrns, Glenda; Vaughn, Sharon – Reading & Writing Quarterly, 2011
In this study we examined the effects of dimensions of teacher quality on students' comprehension and vocabulary performance. Participants were 36 teachers and their respective 679 students in 2 medium-size school districts in central Texas, both of which served high proportions of children from low-socioeconomic status households. We matched…
Descriptors: Reading Comprehension, Teacher Effectiveness, Teacher Qualifications, Reading Achievement
Swanson, Elizabeth; Vaughn, Sharon; Wanzek, Jeanne; Petscher, Yaacov; Heckert, Jennifer; Cavanaugh, Christie; Kraft, Guliz; Tackett, Kathryn – Journal of Learning Disabilities, 2011
A synthesis and meta-analysis of the extant research on the effects of storybook read-aloud interventions for children at risk for reading difficulties ages 3 to 8 is provided. A total of 29 studies met criteria for the synthesis, with 18 studies providing sufficient data for inclusion in the meta-analysis. Read-aloud instruction has been examined…
Descriptors: Reading Difficulties, Story Reading, Early Reading, Phonological Awareness
Wanzek, Jeanne; Wexler, Jade; Vaughn, Sharon; Ciullo, Stephen – Reading and Writing: An Interdisciplinary Journal, 2010
A synthesis of the extant research on reading interventions for students with reading difficulties and disabilities in fourth and fifth grade (ages 9-11) is presented. Thirteen studies with treatment/comparison study designs and eleven single group or single subject studies were located and synthesized. Findings from the 24 studies revealed high…
Descriptors: Reading Difficulties, Word Recognition, Grade 5, Grade 4
Vaughn, Sharon; Martinez, Leticia R.; Linan-Thompson, Sylvia; Reutebuch, Colleen K.; Carlson, Coleen D.; Francis, David J. – Journal of Research on Educational Effectiveness, 2009
Two experimental studies to improve vocabulary knowledge and comprehension were conducted in 7th-grade social studies classes with English language learners (ELLs). Two different nonoverlapping samples of classes of 7th-grade students (N = 381 and N = 507) were randomly assigned at the classroom (i.e., section) level to a social studies…
Descriptors: Vocabulary, Second Language Learning, Vocabulary Development, Social Studies
Peer reviewedVaughn, Sharon; Klingner, Janette K.; Bryant, Diane P. – Remedial and Special Education, 2001
This article summarizes studies conducted with Collaborative Strategic Reading (CSR), a program designed to enhance reading comprehension and content-area reading for diverse learners. It describes the stages of CSR development and discusses the role of peer-mediated learning in improving the social and academic outcomes of participating students.…
Descriptors: Academic Achievement, Elementary Education, Learning Disabilities, Peer Teaching
Peer reviewedVaughn, Sharon; Hughes, Marie Terejo; Klingner, Janette; Schumm, Jeanne Shay – Learning Disability Quarterly, 1998
As part of a researcher-teacher professional development group, seven general education elementary teachers in inclusive settings containing students with learning disabilities were taught four reading and writing instructional methods, one for each nine-week grading block. Sustained implementation during the school year was maintained by four of…
Descriptors: Adoption (Ideas), Change Strategies, Elementary Education, Inclusive Schools
