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The Differential Efficacy of a Professional Development Model on Reading Outcomes for Students with and without Disabilities
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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
How Initial Word Reading and Language Skills Affect Reading Comprehension Outcomes for Students with Reading Difficulties
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Vaughn, Sharon; Roberts, Greg; Capin, Philip; Miciak, Jeremy; Cho, Eunsoo; Fletcher, Jack M. – Exceptional Children, 2019
This study examined how differences in listening comprehension and word reading at the beginning of the school year influence changes in reading comprehension for English learners (ELs) with significant reading difficulties compared to non-ELs with significant reading difficulties. The study investigated heterogeneity in response to instruction…
Descriptors: Reading Skills, Vocabulary Development, Language Skills, Reading Comprehension
Response to Early Reading Intervention Examining Higher and Lower Responders
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Vaughn, Sharon; Wanzek, Jeanne; Murray, Christy S.; Scammacca, Nancy; Linan-Thompson, Sylvia; Woodruff, Althea L. – Exceptional Children, 2009
This study examined the effects of an intensive reading intervention for students demonstrating minimal response to previous, less intensive intervention. Participants received intervention for 13 to 26 weeks in first grade. In second grade, students were screened and those meeting the benchmark (higher responders) did not received an additional…
Descriptors: Reading Comprehension, Early Intervention, Early Reading, Learning Disabilities
The Underlying Message in LD Intervention Research: Findings from Research Syntheses.
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Vaughn, Sharon; Gersten, Russell; Chard, David J. – Exceptional Children, 2000
This article summarizes the critical findings of recent research syntheses concerning intervention with students who have learning disabilities. The syntheses examined research on higher-order processing and problem- solving, reading comprehension, written expression, and grouping practices associated with improved outcomes in reading. Principles…
Descriptors: Educational Principles, Elementary Secondary Education, Grouping (Instructional Purposes), Instructional Effectiveness