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Direct linkVaughn, Sharon; Roberts, Greg; Klingner, Janette K.; Swanson, Elizabeth A.; Boardman, Alison; Stillman-Spisak, Stephanie J.; Mohammed, Sarojani S.; Leroux, Audrey J. – Journal of Research on Educational Effectiveness, 2013
This study examined the effects and fidelity of collaborative strategic reading (CSR) implemented by experienced CSR teachers (participated in previous study; Vaughn et al., 2011) on the reading comprehension outcomes of students in English/Language Arts (ELA) or Reading classes. Eligible teachers (12 of 17; others reassigned to teach…
Descriptors: Language Arts, Reading Instruction, English Instruction, Middle School Students
Roberts, Greg; Vaughn, Sharon; Fletcher, Jack; Stuebing, Karla; Barth, Amy – Reading Research Quarterly, 2013
This study addressed the effects of multiyear, response-based, tiered intervention for struggling readers in grades 6-8. A sample of 768 sixth-grade students with reading difficulties was randomized to a response-based, tiered-intervention condition or "business as usual," and initial treatment status was maintained over the three-year…
Descriptors: Response to Intervention, Reading Difficulties, Middle School Students, Grade 6
Simmons, Deborah; Fogarty, Melissa; Oslund, Eric L.; Simmons, Leslie; Hairrell, Angela; Davis, John; Anderson, Leah; Clemens, Nathan; Vaughn, Sharon; Roberts, Greg; Stillman, Stephanie; Fall, Anna-Maria – Journal of Research on Educational Effectiveness, 2014
In this experimental study we examined the effects of integrating teacher-directed knowledge-building and student-regulated comprehension practices in 7th- to 10th-grade English language arts classes. We also investigated the effect of instructional quality and whether integrating practices differentially benefitted students with lower entry-level…
Descriptors: English Instruction, Language Arts, Reading Comprehension, Reading Instruction
Vaughn, Sharon; Wexler, Jade; Roberts, Greg; Barth, Amy A.; Cirino, Paul T.; Romain, Melissa A.; Francis, David; Fletcher, Jack; Denton, Carolyn A. – Exceptional Children, 2011
This study reports the effectiveness of a year-long, small-group, tertiary (Tier 3) intervention that examined 2 empirically derived but conceptually different treatments and a comparison condition. The researchers had randomly assigned all students to treatment or comparison conditions. The participants were seventh- and eighth-grade students…
Descriptors: Reading Difficulties, Intervention, Statistical Significance, Researchers
Download full textVaughn, Sharon; Roberts, Greg; Reutebuch, Colleen – Society for Research on Educational Effectiveness, 2013
Collaborative Strategic Reading (CSR) is a multicomponent reading intervention aimed at improving students' text comprehension. Two 1-year randomized controlled trials were conducted to determine the efficacy of CSR with seventh and eighth grade students. The Year 2 replication study was identical to the original Year 1 study except that the…
Descriptors: Reading Strategies, Intervention, Reading Comprehension, Randomized Controlled Trials
Vaughn, Sharon; Wanzek, Jeanne; Wexler, Jade; Barth, Amy; Cirino, Paul T.; Fletcher, Jack; Romain, Melissa; Denton, Carolyn A.; Roberts, Greg; Francis, David – Reading and Writing: An Interdisciplinary Journal, 2010
This study reports findings on the relative effects from a yearlong secondary intervention contrasting large-group, small-group, and school-provided interventions emphasizing word study, vocabulary development, fluency, and comprehension with seventh- and eighth-graders with reading difficulties. Findings indicate that few statistically…
Descriptors: Reading Difficulties, Intervention, Vocabulary Development, Reading Instruction
