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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