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Direct linkCapin, Philip; Stevens, Elizabeth A.; Stewart, Alicia A.; Swanson, Elizabeth; Vaughn, Sharon – Reading and Writing: An Interdisciplinary Journal, 2021
Teaching vocabulary and reading comprehension during social studies instruction is critical for reading development and the acquisition of content knowledge. This study systematically investigated how elementary teachers integrate vocabulary and reading comprehension instruction during social studies teaching, as well as the extent to which this…
Descriptors: Vocabulary Development, Reading Comprehension, Elementary School Teachers, Reading Instruction
Download full textCapin, Philip; Stevens, Elizabeth A.; Stewart, Alicia A.; Swanson, Elizabeth; Vaughn, Sharon – Grantee Submission, 2020
Teaching vocabulary and reading comprehension during social studies instruction is critical for reading development and the acquisition of content knowledge. This study systematically investigated how elementary teachers integrate vocabulary and reading comprehension instruction during social studies teaching, as well as the extent to which this…
Descriptors: Vocabulary Development, Reading Comprehension, Elementary School Teachers, Reading Instruction
Stevens, 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
Stevens, Elizabeth A.; Vaughn, Sharon; Swanson, Elizabeth; Scammacca, Nancy – Grantee Submission, 2020
Understanding the efficacy of evidence-based reading practices delivered in the Tier 1 (i.e. general classroom) setting is critical to successful implementation of multi-tiered systems, meeting a diverse range of student learning needs, and providing high quality reading instruction across content areas. This meta-analysis presents evidence on the…
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
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
Hairrell, Angela; Simmons, Deborah; Swanson, Elizabeth; Edmonds, Meaghan; Vaughn, Sharon; Rupley, William H. – Intervention in School and Clinic, 2011
In the upper elementary grades, content-area text gains increasing importance as a primary source of reading and information. This article focuses on the specialized vocabulary demands of social studies texts and presents a framework of teaching and learning strategies based on vocabulary research. Strategies are introduced before, during, and…
Descriptors: Reading Strategies, Primary Sources, Vocabulary Development, Social Studies
Hairrell, Angela; Vaughn, Sharon; Edmonds, Meaghan; Swanson, Elizabeth; Simmons, Deb; Larsen, Ross; Rupley, William; Willson, Victor – Society for Research on Educational Effectiveness, 2009
The purpose of this study was to examine the relative effects of the single-focus interventions (vocabulary and comprehension) and the streamlined multi-component model. The program of research included a development and pilot phase, an initial experimental study and a follow-up study to further refine and test the model. Results presented here…
Descriptors: Control Groups, Reading Comprehension, Intervention, Followup Studies
