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Direct linkCapin, Philip; Cho, Eunsoo; Miciak, Jeremy; Roberts, Greg; Vaughn, Sharon – Learning Disability Quarterly, 2021
This study investigated the word reading and listening comprehension difficulties of fourth-grade students with significant reading comprehension deficits and the cognitive difficulties that underlie these weaknesses. Latent profile analysis was used to classify a sample of fourth-grade students (n = 446) who scored below the 16th percentile on a…
Descriptors: Reading Comprehension, Listening Comprehension, Grade 4, Elementary School Students
Macdonald, Kelly T.; Barnes, Marcia A.; Miciak, Jeremy; Roberts, Greg; Halverson, Kelly K.; Vaughn, Sharon; Cirino, Paul T. – Scientific Studies of Reading, 2021
Attention is correlated with reading, but the extent to which behavioral ratings and sustained attention relate to reading skills is unclear. We assessed 245 fourth and fifth grade struggling readers (mean age = 10.3 years) on behavioral ratings of attention, sustained attention, and reading over a school year. Contributions of behavioral ratings…
Descriptors: Attention, Student Behavior, Grade 4, Grade 5
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
Swanson, Elizabeth; Vaughn, Sharon; Fall, Anna-Maria; Stevens, Elizabeth A.; Stewart, Alicia A.; Capin, Philip; Roberts, Greg – Grantee Submission, 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; 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
Quinn, Jamie M.; Wagner, Richard K.; Petscher, Yaacov; Roberts, Greg; Menzel, Andrew J.; Schatschneider, Christopher – Journal of Educational Psychology, 2020
In this large-scale study of students from Title 1 schools (N = 14,773), we used multiple-group latent change score (LCS) modeling to investigate the developmental relations between vocabulary knowledge and reading comprehension in students with a school-identified learning disability (LD; n = 627) and typically developing students (n = 14,146).…
Descriptors: Vocabulary Development, Reading Comprehension, Scores, Disadvantaged Schools
Cho, Eunsoo; Roberts, Garrett J.; Capin, Philip; Roberts, Greg; Miciak, Jeremy; Vaughn, Sharon – Learning Disabilities Research & Practice, 2015
We examined cognitive attributes, attention, and self-efficacy of fourth grade struggling readers who were identified as adequate responders (n = 27), inadequate responders with comprehension only deficits (n = 46), and inadequate responders with comprehension and word reading deficits (n = 52) after receiving a multicomponent reading…
Descriptors: Cognitive Ability, Attention, Self Efficacy, Elementary School Students
