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Miciak, Jeremy; Cirino, Paul T.; Ahmed, Yusra; Reid, Erin; Vaughn, Sharon – Learning Disability Quarterly, 2019
Inadequate responders demonstrate significant risk for learning disabilities. Previous investigations of the cognitive profiles of inadequate and adequate responders have not included measures of executive functions (EFs), which have well-documented associations to reading comprehension. We evaluated EF performance on a common factor comprised of…
Descriptors: Executive Function, Response to Intervention, Identification, Reading Difficulties
Austin, Christy R.; Vaughn, Sharon; McClelland, Amanda M. – Learning Disability Quarterly, 2017
A subset of students fail to respond adequately to reading interventions. This synthesis systematically reviews studies in which students in grades K-3 responded inadequately to a Tier 2 reading intervention and were provided with a Tier 3 intervention. Descriptions of the Tier 3 reading interventions and effects are provided. To meet inclusion…
Descriptors: Reading Improvement, Intervention, Synthesis, Early Childhood Education
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Ciullo, Stephen; Falcomata, Terry; Vaughn, Sharon – Learning Disability Quarterly, 2015
The authors report the effects of a single-case, multiple-probe design investigation for students with learning disabilities (LD) in Grades 4 and 5. Seven students classified as LD and with persistent difficulty with informational-text comprehension from two elementary schools participated. The study compared social studies learning across two…
Descriptors: Learning Disabilities, Social Studies, Elementary School Students, Instructional Materials
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Solis, Michael; Miciak, Jeremy; Vaughn, Sharon; Fletcher, Jack M. – Learning Disability Quarterly, 2014
We describe findings from a series of longitudinal studies utilizing a response to intervention framework implemented over 3 years with students in Grades 6 through 8 with reading disabilities and poor reading comprehension. Students were identified based on reading comprehension scores in Grade 5 (n = 1,083) and then randomized to treatment or…
Descriptors: Longitudinal Studies, Grade 6, Grade 7, Grade 8
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Reed, Deborah K.; Vaughn, Sharon; Petscher, Yaacov – Learning Disability Quarterly, 2012
In this study, the authors examined the validity of a holistically scored retell within a confirmatory factor analysis framework by comparing the fit of a three-factor model of reading with the data from a diverse sample of seventh and eighth graders. The final model demonstrated adequate fit, [chi][squared](32) = 97.316; comparative fit index =…
Descriptors: Factor Analysis, Validity, Reading Comprehension, Grade 8
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Linan-Thompson, Sylvia; Cirino, Paul T.; Vaughn, Sharon – Learning Disability Quarterly, 2007
Using an extant database, we examined three grade 1 criteria for identifying response to intervention (RTI) in English language learners (ELLs): (a) set benchmark criteria with a standard score above 95 (37th %ile) on both decoding and comprehension measures and a raw score of 40 or more correct words per minute (CWPM) on oral reading fluency; (b)…
Descriptors: Intervention, Reading Fluency, Second Language Learning, Criteria
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Klingner, Janette K.; Vaughn, Sharon – Learning Disability Quarterly, 2002
This article chronicles a teacher's journey from resource teacher for students with learning disabilities (LD) to novice inclusion teacher and then expert inclusion specialist over a 7-year period. It concludes that the teacher's interpersonal and communication skills are most important, although skill at anticipating student difficulties and…
Descriptors: Communication Skills, Elementary Secondary Education, Inclusive Schools, Learning Disabilities
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Bryant, Diane Pedrotty; Vaughn, Sharon; Linan-Thompson, Sylvia; Ugel, Nicole; Hamff, Allison; Hougen, Marty – Learning Disability Quarterly, 2000
Ten sixth-grade teachers and 60 students (14 with reading disabilities, 17 low-achieving students, and 29 typical students) participated in a four-month professional development and intervention program designed to enhance reading outcomes using word identification, fluency, and content area comprehension strategies. All three groups improved in…
Descriptors: Middle School Students, Middle Schools, Oral Reading, Professional Development
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Hughes, Marie Tejero; Vaughn, Sharon; Schumm, Jeanne Shay – Learning Disability Quarterly, 1999
This study examined the perceptions and practices concerning home literacy activities of 80 Hispanic parents (40 with children with learning disabilities). Although Hispanic parents of children with learning disabilities reported regularly using a wide variety of reading and writing activities, they also reported experiencing frustration in their…
Descriptors: Family Environment, Hispanic Americans, Learning Activities, Learning Disabilities
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Vaughn, Sharon; Hughes, Marie Terejo; Klingner, Janette; Schumm, Jeanne Shay – Learning Disability Quarterly, 1998
As part of a researcher-teacher professional development group, seven general education elementary teachers in inclusive settings containing students with learning disabilities were taught four reading and writing instructional methods, one for each nine-week grading block. Sustained implementation during the school year was maintained by four of…
Descriptors: Adoption (Ideas), Change Strategies, Elementary Education, Inclusive Schools
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Vaughn, Sharon; Haager, Diane – Learning Disability Quarterly, 1994
Social competence of 239 students with and without learning disabilities (LD) was followed from kindergarten through fifth grade. Students with LD demonstrated the same trends in social competence as non-LD students. Students with LD differed significantly from average-high-achieving non-LD students on social skills and behavior problems, but not…
Descriptors: Behavior Patterns, Behavior Problems, Comparative Analysis, Elementary Education
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Vaughn, Sharon; And Others – Learning Disability Quarterly, 1995
This study examined 95 secondary students' perceptions of teacher adaptations to meet the special learning needs of students in general education classrooms. All students felt they needed further assistance to learn from textbooks and would benefit from using learning strategies. Students also identified grouping preferences and types of…
Descriptors: Academic Accommodations (Disabilities), Classroom Techniques, Educational Practices, Inclusive Schools