Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 4 |
| Since 2006 (last 20 years) | 8 |
Descriptor
Source
| Exceptional Children | 3 |
| Journal of Educational… | 1 |
| Journal of Learning… | 1 |
| Learning Disability Quarterly | 1 |
| ProQuest LLC | 1 |
| Reading Psychology | 1 |
Author
| Fletcher, Jack M. | 3 |
| Vaughn, Sharon | 3 |
| Francis, David J. | 2 |
| Barnes, Marcia A. | 1 |
| Boudosquie, Amy | 1 |
| Carreker, Suzanne H. | 1 |
| Clemens, Nathan H. | 1 |
| Copeland, Kim | 1 |
| Davis, John L. | 1 |
| Fogarty, Melissa | 1 |
| Grimm, Ryan P. | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 7 |
| Reports - Research | 6 |
| Dissertations/Theses -… | 1 |
| Reports - Evaluative | 1 |
Education Level
| Middle Schools | 5 |
| Grade 7 | 4 |
| Grade 8 | 4 |
| Elementary Education | 3 |
| Junior High Schools | 3 |
| Secondary Education | 3 |
| Grade 3 | 2 |
| Grade 6 | 2 |
| Grade 9 | 2 |
| High Schools | 2 |
| Early Childhood Education | 1 |
| More ▼ | |
Audience
Location
| Texas | 8 |
| California | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Gates MacGinitie Reading Tests | 3 |
| Gray Oral Reading Test | 1 |
| Texas Assessment of Academic… | 1 |
| Woodcock Johnson Tests of… | 1 |
| Woodcock Johnson Tests of… | 1 |
What Works Clearinghouse Rating
| Meets WWC Standards without Reservations | 1 |
| Meets WWC Standards with or without Reservations | 1 |
Peer reviewed
Download full text
Direct linkSolari, Emily J.; Grimm, Ryan P.; Henry, Alyssa R. – Journal of Learning Disabilities, 2022
This exploratory study builds upon extant reading development studies by identifying discrete groups based on reading comprehension trajectories across first grade. The main goal of this study was to enhance the field's understanding of early reading comprehension development and its underlying subcomponent skills, with the intent of better…
Descriptors: Grade 1, Reading Comprehension, Skill Development, Beginning Reading
Williams, Kelly J.; Vaughn, Sharon – Learning Disability Quarterly, 2020
English learners with learning disabilities (LD) have well-documented difficulties comprehending text. This study examined the effects of an intensive reading intervention (Reading Intervention for Adolescents [RIA]) on reading outcomes (word reading, vocabulary, and comprehension) for ninth-grade ELs with LD (n = 85). In the RIA, students…
Descriptors: Program Effectiveness, Intervention, Reading Difficulties, Learning Disabilities
Clemens, Nathan H.; Oslund, Eric; Kwok, Oi-man; Fogarty, Melissa; Simmons, Deborah; Davis, John L. – Exceptional Children, 2019
This study utilized secondary analyses of a randomized controlled trial and investigated the extent to which prestest word identification efficiency, reading fluency, and vocabulary knowledge moderated the effects of an intervention on reading comprehension outcomes for struggling readers in sixth through eighth grades. Given that the experimental…
Descriptors: Intervention, Reading Comprehension, Randomized Controlled Trials, Reading Fluency
Kulesz, Paulina A.; Francis, David J.; Barnes, Marcia A.; Fletcher, Jack M. – Journal of Educational Psychology, 2016
Component skills and discourse frameworks of reading have identified characteristics of readers and texts that influence comprehension. However, these 2 frameworks have not previously been integrated in a comprehensive and systematic way to explain performance on any standardized assessment of reading comprehension that is in widespread use across…
Descriptors: Reading Comprehension, Reading Tests, Middle School Students, High School Students
Wanzek, Jeanne; Vaughn, Sharon; Roberts, Greg; Fletcher, Jack M. – Exceptional Children, 2011
This experimental study reports findings on the effects from a year-long reading intervention providing daily 50-min sessions to middle school students with identified learning disabilities (n = 65) compared with similar students who did not receive the reading intervention (n = 55). All students continued to receive their special education…
Descriptors: Middle School Students, Intervention, Reading Fluency, Learning Disabilities
Reed, Deborah Kay – ProQuest LLC, 2010
This measurement study examined the construct validity of the retell component of the Texas Middle School Fluency Assessment (Texas Education Agency, University of Houston, & The University of Texas System, 2008a) within a confirmatory factor analysis framework. The role of retell, provided after a one-minute oral reading fluency measure, was…
Descriptors: Reading Fluency, Construct Validity, Interrater Reliability, Identification
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
Carreker, Suzanne H.; Neuhaus, Graham F.; Swank, Paul R.; Johnson, Paul; Monfils, Mary Jo; Montemayor, Mary Lou – Reading Psychology, 2007
A longitudinal investigation determined the growth of reading comprehension from third to fifth grades in a cohort of students who received Language Enrichment (LE), an Orton-Gillingham-based literacy program, during first and second grades. The LE instruction was provided by regular education teachers who received comprehensive training in…
Descriptors: Reading Skills, Longitudinal Studies, Grade 3, Grade 4
