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Direct linkSolis, Michael; Vaughn, Sharon; Stillman-Spisak, Stephanie J.; Cho, Eunsoo – Reading & Writing Quarterly, 2018
This experimental study examined the efficacy of a multicomponent reading intervention compared to a business-as-usual comparison condition on the reading comprehension and content area vocabulary outcomes of adolescent students with low reading comprehension. We randomly assigned 9th-grade students with low reading comprehension to a…
Descriptors: Reading Comprehension, Vocabulary, Intervention, Grade 9
Download full textHairrell, 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
Fletcher, Jack M.; Francis, David J.; Boudosquie, Amy; Copeland, Kim; Young, Victoria; Kalinowski, Sharon; Vaughn, Sharon – Exceptional Children, 2006
The interaction hypothesis proposes that valid test accommodations benefit only those with disabilities. To evaluate this hypothesis, Grade 3 students with word decoding difficulties identified with dyslexia and average decoders were randomly assigned to take the same version of the Texas reading accountability assessment under accommodated and…
Descriptors: Grade 3, Reading Difficulties, Interaction, Oral Reading
