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Direct linkStevens, Elizabeth A.; Vaughn, Sharon; Swanson, Elizabeth; Scammacca, Nancy – Exceptional Children, 2020
This article presents findings from a quasiexperimental study examining the effects of a Tier 2 intervention aligned to Tier 1 instruction, a nonaligned Tier 2 intervention, and a business-as-usual (BAU) comparison on the content knowledge, vocabulary, and reading outcomes of fourth-grade struggling readers. In the aligned condition, teachers were…
Descriptors: Elementary School Students, Grade 4, Response to Intervention, Reading Comprehension
Swanson, Elizabeth; Vaughn, Sharon; Fall, Anna-Maria; Stevens, Elizabeth A.; Stewart, Alicia A.; Capin, Philip; Roberts, Greg – Exceptional Children, 2021
This study examined the differential effects of Strategies for Reading Informational Text and Vocabulary Effectively (STRIVE) on the vocabulary, reading comprehension, and content learning among 4,757 fourth-grade students with and without disabilities. Schools were assigned to one of three conditions: researcher-supported professional development…
Descriptors: Grade 4, Students with Disabilities, Reading Comprehension, Reading Skills
Vaughn, Sharon; Roberts, Greg; Schnakenberg, Jennifer B.; Fall, Anna-Mária; Vaughn, Michael G.; Wexler, Jade – Exceptional Children, 2015
The authors examine the results for students with disabilities from a 2-year randomized controlled trial with students identified in ninth grade and followed through 10th grade in their allotted condition group. Prior to ninth grade, students with disabilities who met criteria for low reading comprehension (i.e., through failure on the state…
Descriptors: Reading Comprehension, High School Students, Disabilities, Academic Persistence
