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Sharon Vaughn - Publications

Affiliations: 
Special Education University of Texas at Austin, Austin, Texas, U.S.A. 
Area:
Special Education, Elementary Education
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297 high-probability publications. We are testing a new system for linking publications to authors. You can help! If you notice any inaccuracies, please sign in and mark papers as correct or incorrect matches. If you identify any major omissions or other inaccuracies in the publication list, please let us know.

Year Citation  Score
2024 Fishstrom S, Capin P, Fall AM, Roberts G, Grills AE, Vaughn S. Understanding the relation between reading and anxiety among upper elementary students with reading difficulties. Annals of Dyslexia. PMID 38227129 DOI: 10.1007/s11881-024-00299-7  0.462
2023 Boucher AN, Bhat BH, Clemens NH, Vaughn S, O'Donnell K. Reading Interventions for Students in Grades 3-12 With Significant Word Reading Difficulties. Journal of Learning Disabilities. 222194231207556. PMID 37937699 DOI: 10.1177/00222194231207556  0.548
2023 Capin P, Vaughn S, Gillam SL, Fall AM, Roberts G, Israelsen-Augenstein M, Holbrook S, Wada R, Dille J, Hall C, Gillam RB. Evaluating the Efficacy of a Narrative Language Intervention for Bilingual Students. American Journal of Speech-Language Pathology. 1-22. PMID 37856086 DOI: 10.1044/2023_AJSLP-21-00185  0.464
2023 Chatzoglou E, Fishstrom S, Payne SB, Andress TT, Vaughn S. The footprint of the COVID-19 pandemic in reading performance of students in the U.S. with and without disabilities. Research in Developmental Disabilities. 140: 104585. PMID 37531814 DOI: 10.1016/j.ridd.2023.104585  0.435
2023 Vaughn S, Barnes MA. Reading Comprehension for Students With Reading Disabilities: Progress and Challenges. Learning and Individual Differences. 102. PMID 36911796 DOI: 10.1016/j.lindif.2023.102258  0.511
2022 Francis DJ, Kulesz PA, Khalaf S, Walczak M, Vaughn SR. Is the treatment weak or the test insensitive: Interrogating item difficulties to elucidate the nature of reading intervention effects. Learning and Individual Differences. 97. PMID 36329992 DOI: 10.1016/j.lindif.2022.102167  0.41
2022 Fishstrom S, Wang HH, Bhat BH, Daniel J, Dille J, Capin P, Vaughn S. A meta-analysis of the effects of academic interventions on academic achievement and academic anxiety outcomes in elementary school children. Journal of School Psychology. 92: 265-284. PMID 35618374 DOI: 10.1016/j.jsp.2022.03.011  0.393
2022 Stevens EA, Hall C, Vaughn S. Language and reading comprehension for students with dyslexia: An introduction to the special issue. Annals of Dyslexia. PMID 35587302 DOI: 10.1007/s11881-022-00260-6  0.461
2022 Vaughn S, Fletcher J. Explicit Instruction as the Essential Tool for Executing the Science of Reading. The Reading League Journal. 2: 4-11. PMID 35419568  0.38
2022 Stevens EA, Murray CS, Scammacca N, Haager D, Vaughn S. Middle school matters: examining the effects of a schoolwide professional development model to improve reading comprehension. Reading and Writing. 1-26. PMID 35283555 DOI: 10.1007/s11145-022-10271-9  0.385
2022 Grills AE, Fletcher JM, Vaughn SR, Bowman C. Internalizing Symptoms and Reading Difficulties Among Early Elementary School Students. Child Psychiatry and Human Development. PMID 35072871 DOI: 10.1007/s10578-022-01315-w  0.438
2021 Austin CR, Vaughn S, Clemens NH, Pustejovsky JE, Boucher AN. The Relative Effects of Instruction Linking Word Reading and Word Meaning Compared to Word Reading Instruction Alone on the Accuracy, Fluency, and Word Meaning Knowledge of 4th-5th Grade Students With Dyslexia. Scientific Studies of Reading : the Official Journal of the Society For the Scientific Study of Reading. 26: 204-222. PMID 36381297 DOI: 10.1080/10888438.2021.1947294  0.376
2021 Capin P, Roberts G, Clemens NH, Vaughn S. When Treatment Adherence Matters: Interactions Among Treatment Adherence, Instructional Quality, and Student Characteristics on Reading Outcomes. Reading Research Quarterly. 57: 753-774. PMID 35821988 DOI: 10.1002/rrq.442  0.484
2021 Capin P, Cho E, Miciak J, Roberts G, Vaughn S. Examining the Reading and Cognitive Profiles of Students With Significant Reading Comprehension Difficulties. Learning Disability Quarterly : Journal of the Division For Children With Learning Disabilities. 44: 183-196. PMID 35418724 DOI: 10.1177/0731948721989973  0.448
2021 Vaughn S, Grills AE, Capin P, Roberts G, Fall AM, Daniel J. Examining the Effects of Integrating Anxiety Management Instruction Within a Reading Intervention for Upper Elementary Students With Reading Difficulties. Journal of Learning Disabilities. 222194211053225. PMID 34753334 DOI: 10.1177/00222194211053225  0.595
2021 Stevens EA, Austin C, Moore C, Scammacca N, Boucher AN, Vaughn S. Current State of the Evidence: Examining the Effects of Orton-Gillingham Reading Interventions for Students With or at Risk for Word-Level Reading Disabilities. Exceptional Children. 87: 397-417. PMID 34629488 DOI: 10.1177/0014402921993406  0.578
2021 Fletcher JM, Savage R, Vaughn S. A commentary on and the role of phonics instruction in reading. Educational Psychology Review. 33: 1249-1274. PMID 34531643 DOI: 10.1007/s10648-020-09580-8  0.4
2021 Roberts GJ, Vaughn S, Roberts G, Miciak J. Problem Behaviors and Response to Reading Intervention for Upper Elementary Students With Reading Difficulties. Remedial and Special Education : Rase. 42: 169-181. PMID 34305302 DOI: 10.1177/0741932519865263  0.521
2021 Barth AE, Daniel J, Roberts G, Vaughn S, Barnes MA, Ankrum E, Kincaid H. The Role of Knowledge Availability in Forming Inferences with Rural Middle Grade English Learners. Learning and Individual Differences. 88. PMID 33994756 DOI: 10.1016/j.lindif.2021.102006  0.462
2021 Daniel J, Vaughn S, Roberts G, Grills A. The Importance of Baseline Word Reading Skills in Examining Student Response to a Multicomponent Reading Intervention. Journal of Learning Disabilities. 222194211010349. PMID 33926288 DOI: 10.1177/00222194211010349  0.58
2021 Steinle PK, Stevens E, Vaughn S. Fluency Interventions for Struggling Readers in Grades 6 to 12: A Research Synthesis. Journal of Learning Disabilities. 22219421991249. PMID 33576330 DOI: 10.1177/0022219421991249  0.472
2020 Stevens EA, Vaughn S, House L, Stillman-Spisak S. The Effects of a Paraphrasing and Text Structure Intervention on the Main Idea Generation and Reading Comprehension of Students with Reading Disabilities in Grades 4 and 5. Scientific Studies of Reading : the Official Journal of the Society For the Scientific Study of Reading. 24: 365-379. PMID 33041619 DOI: 10.1080/10888438.2019.1684925  0.644
2020 Hall C, Vaughn S, Barnes MA, Stewart AA, Austin CR, Roberts G. The Effects of Inference Instruction on the Reading Comprehension of English Learners With Reading Comprehension Difficulties Remedial and Special Education. 41: 259-270. DOI: 10.1177/0741932518824983  0.507
2020 Williams KJ, Vaughn S. Effects of an Intensive Reading Intervention for Ninth-Grade English Learners With Learning Disabilities: Learning Disability Quarterly. 43: 154-166. DOI: 10.1177/0731948719851745  0.518
2020 Stevens EA, Vaughn S, Swanson E, Scammacca N. Examining the Effects of a Tier 2 Reading Comprehension Intervention Aligned to Tier 1 Instruction for Fourth-Grade Struggling Readers Exceptional Children. 86: 430-448. DOI: 10.1177/0014402919893710  0.736
2019 Vaughn S, Capin P, Scammacca N, Roberts G, Cirino P, Fletcher JM. The Critical Role of Word Reading as a Predictor of Response to Intervention. Journal of Learning Disabilities. 22219419891412. PMID 31808721 DOI: 10.1177/0022219419891412  0.587
2019 Austin CR, Wanzek J, Scammacca NK, Vaughn S, Gesel SA, Donegan R, Engelmann M. The Relationship Between Study Quality and the Effects of Supplemental Reading Interventions: A Meta-Analysis. Exceptional Children. 85: 347-366. PMID 31588147 DOI: 10.1177/0014402918796164  0.743
2019 Cho E, Capin P, Roberts G, Roberts GJ, Vaughn S. Examining Sources and Mechanisms of Reading Comprehension Difficulties: Comparing English Learners and Non-English Learners within the Simple View of Reading. Journal of Educational Psychology. 111: 982-1000. PMID 31435078 DOI: 10.1037/Edu0000332  0.451
2019 Hall C, Steinle PK, Vaughn SR. Reading Instruction for English Learners With Learning Disabilities: What Do We Already Know, and What Do We Still Need to Learn? New Directions For Child and Adolescent Development. PMID 31240805 DOI: 10.1002/Cad.20302  0.518
2019 Vaughn S, Roberts G, Capin P, Miciak J, Cho E, Fletcher JM. How Initial Word Reading and Language Skills Affect Reading Comprehension Outcomes for Students With Reading Difficulties. Exceptional Children. 85: 180-196. PMID 31223172 DOI: 10.1177/0014402918782618  0.544
2019 Solis M, Reutebuch CK, Falcomata T, Steinle PK, Miller VL, Vaughn S. Vocabulary and Main Idea Reading Intervention Using Text Choice to Improve Content Knowledge and Reading Comprehension of Adolescents With Autism Spectrum Disorder. Behavior Modification. 145445519853781. PMID 31177808 DOI: 10.1177/0145445519853781  0.602
2019 Miciak J, Cirino PT, Ahmed Y, Reid E, Vaughn S. Executive Functions and Response to Intervention: Identification of Students Struggling with Reading Comprehension. Learning Disability Quarterly : Journal of the Division For Children With Learning Disabilities. 42: 17-31. PMID 31130770 DOI: 10.1177/0731948717749935  0.596
2019 Church JA, Cirino PT, Miciak J, Juranek J, Vaughn S, Fletcher JM. Cognitive, Intervention, and Neuroimaging Perspectives on Executive Function in Children With Reading Disabilities. New Directions For Child and Adolescent Development. PMID 31046202 DOI: 10.1002/Cad.20292  0.485
2019 Wexler J, Swanson E, Kurz LA, Shelton A, Vaughn S. Enhancing Reading Comprehension in Middle School Classrooms Using a Critical Reading Routine Intervention in School and Clinic. 55: 203-213. DOI: 10.1177/1053451219855738  0.84
2019 Roberts GJ, Vaughn S, Roberts G, Miciak J. Problem Behaviors and Response to Reading Intervention for Upper Elementary Students With Reading Difficulties Remedial and Special Education. 74193251986526. DOI: 10.1177/0741932519865263  0.577
2019 Barr CD, Reutebuch CK, Carlson CD, Vaughn S, Francis DJ. Explaining Variation in Findings From Efficacy and Effectiveness Studies for English Reading Interventions for English Learners Journal of Research On Educational Effectiveness. 12: 116-134. DOI: 10.1080/19345747.2018.1529211  0.497
2019 Wexler J, Swanson E, Vaughn S, Shelton A, Kurz LA. Building a sustainable school-wide adolescent literacy model in middle schools: Guidance for administrators Middle School Journal. 50: 15-25. DOI: 10.1080/00940771.2019.1603802  0.735
2019 Vaughn S, Martinez LR, Williams KJ, Miciak J, Fall A, Roberts G. Efficacy of a high school extensive reading intervention for English learners with reading difficulties Journal of Educational Psychology. 111: 373-386. DOI: 10.1037/Edu0000289  0.633
2019 Toste JR, Vaughn S, Martinez LR, Bustillos-SoRelle DA. Content-Area Reading Comprehension and Teachers' Use of Instructional Time: Effects on Middle School Students' Social Studies Knowledge. Reading and Writing. 32: 1705-1722. DOI: 10.1007/S11145-018-9925-7  0.575
2018 Capin P, Walker MA, Vaughn S, Wanzek J. Examining How Treatment Fidelity Is Supported, Measured, and Reported in K-3 Reading Intervention Research. Educational Psychology Review. 30: 885-919. PMID 31223220 DOI: 10.1007/S10648-017-9429-Z  0.711
2018 Miciak J, Roberts G, Pat Taylor W, Solis M, Ahmed Y, Vaughn S, Fletcher JM. The Effects of One versus Two Years of Intensive Reading Intervention Implemented with Late Elementary Struggling Readers. Learning Disabilities Research & Practice : a Publication of the Division For Learning Disabilities, Council For Exceptional Children. 33: 24-36. PMID 31130778 DOI: 10.1111/Ldrp.12159  0.638
2018 Roberts GJ, Capin P, Roberts G, Miciak J, Quinn JM, Vaughn S. Examining the Effects of Afterschool Reading Interventions for Upper Elementary Struggling Readers. Remedial and Special Education : Rase. 39: 131-143. PMID 31130773 DOI: 10.1177/0741932517750818  0.681
2018 Nugiel T, Roe MA, Taylor WP, Cirino PT, Vaughn SR, Fletcher JM, Juranek J, Church JA. Brain activity in struggling readers before intervention relates to future reading gains. Cortex; a Journal Devoted to the Study of the Nervous System and Behavior. 111: 286-302. PMID 30557815 DOI: 10.1016/J.Cortex.2018.11.009  0.34
2018 Vaughn S, Roberts GJ, Miciak J, Taylor P, Fletcher JM. Efficacy of a Word- and Text-Based Intervention for Students With Significant Reading Difficulties. Journal of Learning Disabilities. 22219418775113. PMID 29792081 DOI: 10.1177/0022219418775113  0.651
2018 Vaughn S, Fall AM, Roberts G, Wanzek J, Swanson E, Martinez LR. Class Percentage of Students With Reading Difficulties on Content Knowledge and Comprehension. Journal of Learning Disabilities. 22219418775117. PMID 29779435 DOI: 10.1177/0022219418775117  0.83
2018 Wanzek J, Stevens EA, Williams KJ, Scammacca N, Vaughn S, Sargent K. Current Evidence on the Effects of Intensive Early Reading Interventions. Journal of Learning Disabilities. 22219418775110. PMID 29779424 DOI: 10.1177/0022219418775110  0.764
2018 Toste JR, Capin P, Williams KJ, Cho E, Vaughn S. Replication of an Experimental Study Investigating the Efficacy of a Multisyllabic Word Reading Intervention With and Without Motivational Beliefs Training for Struggling Readers. Journal of Learning Disabilities. 22219418775114. PMID 29771184 DOI: 10.1177/0022219418775114  0.636
2018 Bartholomew JB, Golaszewski NM, Jowers E, Korinek E, Roberts G, Fall A, Vaughn S. Active learning improves on-task behaviors in 4th grade children. Preventive Medicine. PMID 29474851 DOI: 10.1016/J.Ypmed.2018.02.023  0.526
2018 Vaughn S. Introduction to the Special Issue on the Simple View of Reading from Pre-K to Grade 12: Remedial and Special Education. 39: 259-259. DOI: 10.1177/0741932518772912  0.314
2018 Stevens EA, Park S, Vaughn S. A Review of Summarizing and Main Idea Interventions for Struggling Readers in Grades 3 Through 12: 1978–2016 Remedial and Special Education. 40: 131-149. DOI: 10.1177/0741932517749940  0.484
2018 Williams KJ, Austin CR, Vaughn S. A Synthesis of Spelling Interventions for Secondary Students With Disabilities Journal of Special Education. 52: 3-15. DOI: 10.1177/0022466917732777  0.613
2018 Wanzek J, Roberts G, Vaughn S, Swanson E, Sargent K. Examining the Role of Pre-Instruction Academic Performance Within A Text-based Approach to Improving Student Content Knowledge and Understanding Exceptional Children. 85: 212-228. DOI: 10.1177/0014402918783187  0.814
2018 Lemons CJ, Vaughn S, Wexler J, Kearns DM, Sinclair AC. Envisioning an Improved Continuum of Special Education Services for Students with Learning Disabilities: Considering Intervention Intensity. Learning Disabilities Research and Practice. 33: 131-143. DOI: 10.1111/Ldrp.12173  0.752
2018 Solis M, Vaughn S, Stillman-Spisak SJ, Cho E. Effects of Reading Comprehension and Vocabulary Intervention on Comprehension-Related Outcomes for Ninth Graders With Low Reading Comprehension Reading & Writing Quarterly. 34: 537-553. DOI: 10.1080/10573569.2018.1499059  0.552
2017 Cho E, Capin P, Roberts G, Vaughn S. Examining Predictive Validity of Oral Reading Fluency Slope in Upper Elementary Grades Using Quantile Regression. Journal of Learning Disabilities. 22219417719887. PMID 28758526 DOI: 10.1177/0022219417719887  0.609
2017 Bartholomew JB, Jowers EM, Errisuriz VL, Vaughn S, Roberts G. A cluster randomized control trial to assess the impact of active learning on child activity, attention control, and academic outcomes: The Texas I-CAN trial. Contemporary Clinical Trials. PMID 28739542 DOI: 10.1016/J.Cct.2017.07.023  0.316
2017 Austin CR, Vaughn S, McClelland AM. Intensive Reading Interventions for Inadequate Responders in Grades K-3: A Synthesis. Learning Disability Quarterly. 40: 191-210. DOI: 10.1177/0731948717714446  0.621
2017 Swanson E, Vaughn S, Wexler J. Enhancing Adolescents’ Comprehension of Text by Building Vocabulary Knowledge: Teaching Exceptional Children. 50: 84-94. DOI: 10.1177/0040059917720777  0.731
2017 Capin P, Vaughn S. Improving Reading and Social Studies Learning for Secondary Students With Reading Disabilities Teaching Exceptional Children. 49: 249-261. DOI: 10.1177/0040059917691043  0.544
2017 Toste JR, Capin P, Vaughn S, Roberts GJ, Kearns DM. Multisyllabic Word-Reading Instruction With and Without Motivational Beliefs Training for Struggling Readers in the Upper Elementary Grades: A Pilot Investigation Elementary School Journal. 117: 593-615. DOI: 10.1086/691684  0.601
2017 Vaughn S, Martinez LR, Wanzek J, Roberts G, Swanson E, Fall A. Improving content knowledge and comprehension for English language learners: Findings from a randomized control trial. Journal of Educational Psychology. 109: 22-34. DOI: 10.1037/Edu0000069  0.808
2016 Barth AE, Vaughn S, Capin P, Cho E, Stillman-Spisak S, Martinez L, Kincaid H. Effects of a Text-processing Comprehension Intervention on Struggling Middle School Readers. Topics in Language Disorders. 36: 368-389. PMID 28943694 DOI: 10.1097/Tld.0000000000000101  0.481
2016 Scammacca NK, Roberts GJ, Cho E, Williams KJ, Roberts G, Vaughn SR, Carroll M. A Century of Progress: Reading Interventions for Students in Grades 4-12, 1914-2014. Review of Educational Research. 86: 756-800. PMID 28529386 DOI: 10.3102/0034654316652942  0.493
2016 Vaughn S, Solís M, Miciak J, Taylor WP, Fletcher JM. Effects From a Randomized Control Trial Comparing Researcher and School-Implemented Treatments With Fourth Graders With Significant Reading Difficulties. Journal of Research On Educational Effectiveness. 9: 23-44. PMID 28491206 DOI: 10.1080/19345747.2015.1126386  0.636
2016 Wanzek J, Vaughn S. Implementation of a Text-Based Content Intervention in Secondary Social Studies Classes. New Directions For Child and Adolescent Development. 2016: 31-48. PMID 27922220 DOI: 10.1002/Cad.20176  0.75
2016 Miciak J, Williams JL, Taylor WP, Cirino PT, Fletcher JM, Vaughn S. Do Processing Patterns of Strengths and Weaknesses Predict Differential Treatment Response? Journal of Educational Psychology. 108: 898-909. PMID 27616784 DOI: 10.1037/Edu0000096  0.306
2016 Wanzek J, Vaughn S, Scammacca N, Gatlin B, Walker MA, Capin P. Meta-Analyses of the Effects of Tier 2 Type Reading Interventions in Grades K-3. Educational Psychology Review. 28: 551-576. PMID 27594774 DOI: 10.1007/S10648-015-9321-7  0.764
2016 Boardman AG, Buckley P, Vaughn S, Roberts G, Scornavacco K, Klingner JK. Relationship Between Implementation of Collaborative Strategic Reading and Student Outcomes for Adolescents With Disabilities. Journal of Learning Disabilities. PMID 27094363 DOI: 10.1177/0022219416640784  0.588
2016 Stevens EA, Walker MA, Vaughn S. The Effects of Reading Fluency Interventions on the Reading Fluency and Reading Comprehension Performance of Elementary Students With Learning Disabilities: A Synthesis of the Research from 2001 to 2014. Journal of Learning Disabilities. PMID 27067939 DOI: 10.1177/0022219416638028  0.657
2016 Cirino PT, Miciak J, Gerst E, Barnes MA, Vaughn S, Child A, Huston-Warren E. Executive Function, Self-Regulated Learning, and Reading Comprehension: A Training Study. Journal of Learning Disabilities. PMID 26746314 DOI: 10.1177/0022219415618497  0.393
2016 Williams KJ, Walker MA, Vaughn S, Wanzek J. A Synthesis of Reading and Spelling Interventions and Their Effects on Spelling Outcomes for Students With Learning Disabilities. Journal of Learning Disabilities. PMID 26733209 DOI: 10.1177/0022219415619753  0.796
2016 Solis M, El Zein F, Vaughn S, McCulley LV, Falcomata TS. Reading Comprehension Interventions for Students With Autism Spectrum Disorders Focus On Autism and Other Developmental Disabilities. 31: 284-299. DOI: 10.1177/1088357615583464  0.592
2016 Boardman AG, Vaughn S, Buckley P, Reutebuch C, Roberts G, Klingner J. Collaborative Strategic Reading for Students With Learning Disabilities in Upper Elementary Classrooms Exceptional Children. 82: 409-427. DOI: 10.1177/0014402915625067  0.589
2016 Swanson E, Wanzek J, Vaughn S, Fall A, Roberts G, Hall C, Miller VL. Middle School Reading Comprehension and Content Learning Intervention for Below-Average Readers Reading & Writing Quarterly. 33: 37-53. DOI: 10.1080/10573569.2015.1072068  0.836
2016 Swanson E, Wanzek J, McCulley L, Stillman-Spisak S, Vaughn S, Simmons D, Fogarty M, Hairrell A. Literacy and Text Reading in Middle and High School Social Studies and English Language Arts Classrooms Reading and Writing Quarterly. 32: 199-222. DOI: 10.1080/10573569.2014.910718  0.767
2016 Swanson E, Reed D, Vaughn S. Research-Based Lessons That Support Student Independent Reading in Social Studies Preventing School Failure. 60: 337-344. DOI: 10.1080/1045988X.2016.1164116  0.734
2016 Hall C, Roberts GJ, Cho E, McCulley LV, Carroll M, Vaughn S. Reading Instruction for English Learners in the Middle Grades: a Meta-Analysis Educational Psychology Review. 1-32. DOI: 10.1007/S10648-016-9372-4  0.481
2016 Goldman SR, Snow C, Vaughn S. Common Themes in Teaching Reading for Understanding: Lessons From Three Projects Journal of Adolescent & Adult Literacy. 60: 255-264. DOI: 10.1002/Jaal.586  0.507
2015 Barth AE, Vaughn S, McCulley EV. The Effects of Blended Text-Processing and Linguistic Comprehension Interventions Among Struggling Middle-School Readers. International Journal For Research in Learning Disabilities. 2: 2-17. PMID 28286785  0.571
2015 Cho E, Roberts GJ, Capin P, Roberts G, Miciak J, Vaughn S. Cognitive Attributes, Attention, and Self-Efficacy of Adequate and Inadequate Responders in a Fourth Grade Reading Intervention. Learning Disabilities Research & Practice : a Publication of the Division For Learning Disabilities, Council For Exceptional Children. 30: 159-170. PMID 26997755 DOI: 10.1111/Ldrp.12088  0.385
2015 Barth AE, Barnes M, Francis DJ, Vaughn S, York M. Inferential Processing among Adequate and Struggling Adolescent Comprehenders and Relations to Reading Comprehension. Reading and Writing. 28: 587-609. PMID 26166946 DOI: 10.1007/S11145-014-9540-1  0.389
2015 Vaughn S. Building on Past Successes: Designing, Evaluating, and Providing Effective Treatments for Persons for Whom Typical Instruction Is Not Effective. Remedial and Special Education : Rase. 36: 5-8. PMID 25745278 DOI: 10.1177/0741932514543928  0.563
2015 Roberts GJ, Solis M, Ciullo S, McKenna JW, Vaughn S. Reading interventions with behavioral and social skill outcomes: a synthesis of research. Behavior Modification. 39: 8-42. PMID 25548392 DOI: 10.1177/0145445514561318  0.473
2015 Scammacca NK, Roberts G, Vaughn S, Stuebing KK. A Meta-Analysis of Interventions for Struggling Readers in Grades 4-12: 1980-2011. Journal of Learning Disabilities. 48: 369-90. PMID 24092916 DOI: 10.1177/0022219413504995  0.531
2015 Ciullo S, Falcomata T, Vaughn S. Teaching social studies to upper elementary students with learning disabilities: Graphic organizers and explicit instruction Learning Disability Quarterly. 38: 15-26. DOI: 10.1177/0731948713516767  0.584
2015 Wanzek J, Swanson E, Vaughn S, Roberts G, Fall A. English Learner and Non-English Learner Students With Disabilities Exceptional Children. 82: 428-442. DOI: 10.1177/0014402915619419  0.831
2015 Vaughn S, Swanson EA. Special education research advances knowledge in education Exceptional Children. 82: 11-24. DOI: 10.1177/0014402915598781  0.681
2015 Vaughn S, Roberts G, Schnakenberg JB, Fall A, Vaughn MG, Wexler J. Improving Reading Comprehension for High School Students With Disabilities Effects for Comprehension and School Retention Exceptional Children. 82: 117-131. DOI: 10.1177/0014402915585478  0.813
2015 Swanson E, Wanzek J, Vaughn S, Roberts G, Fall A. Improving Reading Comprehension and Social Studies Knowledge Among Middle School Students With Disabilities Exceptional Children. 81: 426-442. DOI: 10.1177/0014402914563704  0.828
2015 Solis MR, Vaughn S, Scammacca N. The Effects of an Intensive Reading Intervention for Ninth Graders with Very Low Reading Comprehension. Learning Disabilities Research and Practice. 30: 104-113. DOI: 10.1111/Ldrp.12061  0.628
2015 Kent S, Wanzek J, Swanson EA, Vaughn S. Team-based learning for students with high-incidence disabilities in high school social studies classrooms Learning Disabilities Research and Practice. 30: 3-14. DOI: 10.1111/Ldrp.12048  0.801
2015 Wanzek J, Swanson EA, Roberts G, Vaughn S, Kent SC. Promoting Acceleration of Comprehension and Content Through Text in High School Social Studies Classes Journal of Research On Educational Effectiveness. 8: 169-188. DOI: 10.1080/19345747.2014.906011  0.819
2015 Wanzek J, Kent SC, Vaughn S, Swanson EA, Roberts G, Haynes M. Implementing Team-Based Learning in Middle School Social Studies Classes Journal of Educational Research. 108: 331-344. DOI: 10.1080/00220671.2014.893224  0.781
2015 Reutebuch CK, El Zein F, Kim MK, Weinberg AN, Vaughn S. Investigating a reading comprehension intervention for high school students with autism spectrum disorder: A pilot study Research in Autism Spectrum Disorders. 9: 96-111. DOI: 10.1016/J.Rasd.2014.10.002  0.579
2015 Giroir S, Grimaldo LR, Vaughn S, Roberts G. Interactive read-alouds for english learners in the elementary grapes Reading Teacher. 68: 639-648. DOI: 10.1002/Trtr.1354  0.423
2014 Miciak J, Stuebing KK, Vaughn S, Roberts G, Barth AE, Fletcher JM. Cognitive Attributes of Adequate and Inadequate Responders to Reading Intervention in Middle School. School Psychology Review. 43: 407-427. PMID 28579668 DOI: 10.17105/Spr-13-0052.1  0.516
2014 Denton CA, Fletcher JM, Taylor WP, Barth AE, Vaughn S. An Experimental Evaluation of Guided Reading and Explicit Interventions for Primary-Grade Students At-Risk for Reading Difficulties. Journal of Research On Educational Effectiveness. 7: 268-293. PMID 26779296 DOI: 10.1080/19345747.2014.906010  0.657
2014 Reed DK, Swanson E, Petscher Y, Vaughn S. The effects of teacher read-alouds and student silent reading on predominantly bilingual high school seniors' learning and retention of social studies content. Reading and Writing. 27: 1119-1140. PMID 26346215 DOI: 10.1007/S11145-013-9478-8  0.748
2014 Barth AE, Stuebing KK, Fletcher JM, Denton CA, Vaughn S, Francis D. The Effect of Reading Duration on the Reliability and Validity of Middle School Students' ORF Performance. Assessment For Effective Intervention : Official Journal of the Council For Educational Diagnostic Services. 40: 53-64. PMID 25541580 DOI: 10.1177/1534508414545643  0.535
2014 Miller B, Vaughn S, Freund L. Learning Disabilities Research Studies: Findings from NICHD funded Projects. Journal of Research On Educational Effectiveness. 7: 225-231. PMID 25485027 DOI: 10.1080/19345747.2014.927251  0.457
2014 Grills AE, Fletcher JM, Vaughn S, Barth A, Denton CA, Stuebing KK. Anxiety and Response to Reading Intervention among First Grade Students. Child & Youth Care Forum. 43: 417-431. PMID 25431528 DOI: 10.1007/S10566-014-9244-3  0.53
2014 Solis M, Miciak J, Vaughn S, Fletcher JM. Why Intensive Interventions Matter: Longitudinal Studies of Adolescents With Reading Disabilities and Poor Reading Comprehension. Learning Disability Quarterly : Journal of the Division For Children With Learning Disabilities. 37: 218-229. PMID 25378799 DOI: 10.1177/0731948714528806  0.629
2014 Vaughn S, Wanzek J. Intensive Interventions in Reading for Students with Reading Disabilities: Meaningful Impacts. Learning Disabilities Research & Practice : a Publication of the Division For Learning Disabilities, Council For Exceptional Children. 29: 46-53. PMID 24910504 DOI: 10.1111/Ldrp.12031  0.8
2014 Roberts G, Rane S, Fall AM, Denton CA, Fletcher JM, Vaughn S. The Impact of Intensive Reading Intervention on Level of Attention in Middle School Students. Journal of Clinical Child and Adolescent Psychology : the Official Journal For the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53. 1-12. PMID 24885289 DOI: 10.1080/15374416.2014.913251  0.566
2014 Tolar TD, Barth AE, Fletcher JM, Francis DJ, Vaughn S. Predicting reading outcomes with progress monitoring slopes among middle grade students. Learning and Individual Differences. 30: 46-57. PMID 24659899 DOI: 10.1016/J.Lindif.2013.11.001  0.489
2014 Vaughn S, Roberts G, Wexler J, Vaughn MG, Fall AM, Schnakenberg JB. High School Students With Reading Comprehension Difficulties: Results of a Randomized Control Trial of a Two-Year Reading Intervention. Journal of Learning Disabilities. PMID 24395083 DOI: 10.1177/0022219413515511  0.83
2014 Miciak J, Fletcher JM, Stuebing KK, Vaughn S, Tolar TD. Patterns of cognitive strengths and weaknesses: Identification rates, agreement, and validity for learning disabilities identification. School Psychology Quarterly : the Official Journal of the Division of School Psychology, American Psychological Association. 29: 21-37. PMID 24274155 DOI: 10.1037/Spq0000037  0.34
2014 El Zein F, Solis M, Vaughn S, McCulley L. Reading comprehension interventions for students with autism spectrum disorders: a synthesis of research. Journal of Autism and Developmental Disorders. 44: 1303-22. PMID 24218240 DOI: 10.1007/S10803-013-1989-2  0.626
2014 Swanson E, Hairrell A, Kent S, Ciullo S, Wanzek JA, Vaughn S. A synthesis and meta-analysis of reading interventions using social studies content for students with learning disabilities. Journal of Learning Disabilities. 47: 178-95. PMID 22798105 DOI: 10.1177/0022219412451131  0.829
2014 Vaughn S, Wanzek J, Denton CA. Teaching elementary students with learning difficulties The Sage Handbook of Special Education: Two Volume Set, Second Edition. 633-658. DOI: 10.4135/9781446282236.n39  0.695
2014 Fleury VP, Hedges S, Hume K, Browder DM, Thompson JL, Fallin K, El Zein F, Reutebuch CK, Vaughn S. Addressing the Academic Needs of Adolescents With Autism Spectrum Disorder in Secondary Education Remedial and Special Education. 35: 68-79. DOI: 10.1177/0741932513518823  0.386
2014 Fuchs D, Fuchs LS, Vaughn S. What Is Intensive Instruction and Why Is It Important Teaching Exceptional Children. 46: 13-18. DOI: 10.1177/0040059914522966  0.307
2014 Vaughn S, Zumeta R, Wanzek J, Cook B, Klingner JK. Intensive interventions for students with learning disabilities in the RTI era: Position statement of the division for learning disabilities council for exceptional children Learning Disabilities Research and Practice. 29: 90-92. DOI: 10.1111/Ldrp.12039  0.704
2014 Simmons D, Fogarty M, Oslund EL, Simmons L, Hairrell A, Davis J, Anderson L, Clemens N, Vaughn S, Roberts G, Stillman S, Fall AM. Integrating Content Knowledge-Building and Student-Regulated Comprehension Practices in Secondary English Language Arts Classes Journal of Research On Educational Effectiveness. 7: 309-330. DOI: 10.1080/19345747.2013.836766  0.629
2014 Wanzek J, Vaughn S, Kent SC, Swanson EA, Roberts G, Haynes M, Fall AM, Stillman-Spisak SJ, Solis M. The Effects of Team-Based Learning on Social Studies Knowledge Acquisition in High School Journal of Research On Educational Effectiveness. 7: 183-204. DOI: 10.1080/19345747.2013.836765  0.79
2014 Vaughn S, Roberts G, Swanson EA, Wanzek J, Fall AM, Stillman-Spisak SJ. Improving Middle-School Students’ Knowledge and Comprehension in Social Studies: a Replication Educational Psychology Review. 27: 31-50. DOI: 10.1007/S10648-014-9274-2  0.806
2014 Roberts G, Scammacca N, Osman DJ, Hall C, Mohammed SS, Vaughn S. Team-Based Learning: Moderating Effects of Metacognitive Elaborative Rehearsal and Middle School History Content Recall Educational Psychology Review. 26: 451-468. DOI: 10.1007/S10648-014-9266-2  0.513
2013 Denton CA, Tolar TD, Fletcher JM, Barth AE, Vaughn S, Francis DJ. Effects of Tier 3 Intervention for Students With Persistent Reading Difficulties and Characteristics of Inadequate Responders. Journal of Educational Psychology. 105: 633-648. PMID 25308995 DOI: 10.1037/A0032581  0.68
2013 Cirino PT, Romain MA, Barth AE, Tolar TD, Fletcher JM, Vaughn S. Reading skill components and impairments in middle school struggling readers. Reading and Writing. 26: 1059-1086. PMID 24000271 DOI: 10.1007/S11145-012-9406-3  0.567
2013 Roberts G, Vaughn S, Fletcher J, Stuebing K, Barth A. Effects of a Response-Based, Tiered Framework for Intervening With Struggling Readers in Middle School. Reading Research Quarterly. 48: 237-254. PMID 23997311 DOI: 10.1002/Rrq.47  0.608
2013 Roberts G, Fletcher JM, Stuebing KK, Barth AE, Vaughn S. Treatment Effects for Older Struggling Readers: An Application of Moderated Mediation. Learning and Individual Differences. 23: 10-21. PMID 23472048 DOI: 10.1016/J.Lindif.2012.09.008  0.596
2013 Wanzek J, Vaughn S, Scammacca NK, Metz K, Murray CS, Roberts G, Danielson L. Extensive Reading Interventions for Students With Reading Difficulties After Grade 3 Review of Educational Research. 83: 163-195. DOI: 10.3102/0034654313477212  0.817
2013 Wexler J, Vaughn S, Roberts G, Pyle N, Williams J, Fall A. PreventingSchool Dropout with Secondary Students: The Implementation of an IndividualizedReading Intervention and Dropout Prevention Intervention Society For Research On Educational Effectiveness. DOI: 10.26153/Tsw/1511  0.795
2013 Haager D, Vaughn S. Common core state standards and students with learning disabilities: Introduction to the special issue Learning Disabilities Research and Practice. 28: 1-4. DOI: 10.1111/Ldrp.12005  0.461
2013 Haager D, Vaughn S. The common core state standards and reading: Interpretations and implications for elementary students with learning disabilities Learning Disabilities Research and Practice. 28: 5-16. DOI: 10.1111/Ldrp.12000  0.569
2013 McCulley LV, Katz S, Vaughn S. Reading instruction and students with learning disabilities Advances in Special Education. 25: 19-43. DOI: 10.1108/S0270-4013(2013)0000025005  0.557
2013 Vaughn S, Roberts G, Klingner JK, Swanson EA, Boardman A, Stillman-Spisak SJ, Mohammed SS, Leroux AJ. Collaborative Strategic Reading: Findings From Experienced Implementers Journal of Research On Educational Effectiveness. 6: 137-163. DOI: 10.1080/19345747.2012.741661  0.713
2013 Vaughn S, Swanson EA, Roberts G, Wanzek J, Stillman-Spisak SJ, Solis M, Simmons D. Improving reading comprehension and social studies knowledge in middle school Reading Research Quarterly. 48: 77-93. DOI: 10.1002/Rrq.039  0.81
2012 Tolar TD, Barth AE, Francis DJ, Fletcher JM, Stuebing KK, Vaughn S. Psychometric Properties of Maze Tasks in Middle School Students. Assessment For Effective Intervention : Official Journal of the Council For Educational Diagnostic Services. 37: 131-146. PMID 23125552 DOI: 10.1177/1534508411413913  0.619
2012 Reed DK, Vaughn S. Retell as an Indicator of Reading Comprehension. Scientific Studies of Reading : the Official Journal of the Society For the Scientific Study of Reading. 16: 187-217. PMID 23125521 DOI: 10.1080/10888438.2010.538780  0.578
2012 Pyle N, Vaughn S. REMEDIATING READING DIFFICULTIES IN A RESPONSE TO INTERVENTION MODEL WITH SECONDARY STUDENTS. Psychology in the Schools. 49: 273-284. PMID 23100631 DOI: 10.1002/Pits.21593  0.599
2012 Reed DK, Vaughn S, Petscher Y. The Validity of a Holistically Scored Retell Protocol for Determining the Reading Comprehension of Middle School Students. Learning Disability Quarterly : Journal of the Division For Children With Learning Disabilities. 35: 76-89. PMID 23097594 DOI: 10.1177/0731948711432509  0.353
2012 Barth AE, Stuebing KK, Fletcher JM, Cirino PT, Romain M, Francis D, Vaughn S. Reliability and Validity of Oral Reading Fluency Median and Mean Scores among Middle Grade Readers When Using Equated Texts. Reading Psychology. 33: 133-161. PMID 23087532 DOI: 10.1080/02702711.2012.631863  0.431
2012 Fuchs LS, Vaughn S. Responsiveness-to-intervention: a decade later. Journal of Learning Disabilities. 45: 195-203. PMID 22539056 DOI: 10.1177/0022219412442150  0.414
2012 Vaughn S, Fletcher JM. Response to intervention with secondary school students with reading difficulties. Journal of Learning Disabilities. 45: 244-56. PMID 22491811 DOI: 10.1177/0022219412442157  0.627
2012 Vaughn S, Wexler J, Leroux A, Roberts G, Denton C, Barth A, Fletcher J. Effects of intensive reading intervention for eighth-grade students with persistently inadequate response to intervention. Journal of Learning Disabilities. 45: 515-25. PMID 21512102 DOI: 10.1177/0022219411402692  0.834
2012 Solis M, Ciullo S, Vaughn S, Pyle N, Hassaram B, Leroux A. Reading comprehension interventions for middle school students with learning disabilities: a synthesis of 30 years of research. Journal of Learning Disabilities. 45: 327-40. PMID 21490168 DOI: 10.1177/0022219411402691  0.628
2012 Solis M, Vaughn S, Swanson E, Mcculley L. Collaborative Models of Instruction: The Empirical Foundations of Inclusion and Co-Teaching. Psychology in the Schools. 49: 498-510. DOI: 10.1002/Pits.21606  0.681
2011 Fletcher JM, Stuebing KK, Barth AE, Denton CA, Cirino PT, Francis DJ, Vaughn S. Cognitive Correlates of Inadequate Response to Reading Intervention. School Psychology Review. 40: 3-22. PMID 23125475  0.409
2011 Vaughn S, Wexler J, Roberts G, Barth AA, Cirino PT, Romain MA, Francis D, Fletcher J, Denton CA. Effects of Individualized and Standardized Interventions on Middle School Students With Reading Disabilities. Exceptional Children. 77: 391-407. PMID 23125463 DOI: 10.1177/001440291107700401  0.819
2011 Wanzek J, Vaughn S, Roberts G, Fletcher JM. Efficacy of a Reading Intervention for Middle School Students Identified with Learning Disabilities. Exceptional Children. 78: 73-87. PMID 22485052 DOI: 10.1177/001440291107800105  0.816
2011 Rezaie R, Simos PG, Fletcher JM, Cirino PT, Vaughn S, Papanicolaou AC. Engagement of temporal lobe regions predicts response to educational interventions in adolescent struggling readers. Developmental Neuropsychology. 36: 869-88. PMID 21978010 DOI: 10.1080/87565641.2011.606404  0.566
2011 Denton CA, Cirino PT, Barth AE, Romain M, Vaughn S, Wexler J, Francis DJ, Fletcher JM. An Experimental Study of Scheduling and Duration of "Tier 2" First-Grade Reading Intervention. Journal of Research On Educational Effectiveness. 4: 208-230. PMID 21796271 DOI: 10.1080/19345747.2010.530127  0.786
2011 Rezaie R, Simos PG, Fletcher JM, Cirino PT, Vaughn S, Papanicolaou AC. Temporo-parietal brain activity as a longitudinal predictor of response to educational interventions among middle school struggling readers. Journal of the International Neuropsychological Society : Jins. 17: 875-85. PMID 21740612 DOI: 10.1017/S1355617711000890  0.538
2011 Denton CA, Barth AE, Fletcher JM, Wexler J, Vaughn S, Cirino PT, Romain M, Francis DJ. The Relations Among Oral and Silent Reading Fluency and Comprehension in Middle School: Implications for Identification and Instruction of Students With Reading Difficulties. Scientific Studies of Reading : the Official Journal of the Society For the Scientific Study of Reading. 15: 109-135. PMID 21637727 DOI: 10.1080/10888431003623546  0.791
2011 Swanson E, Wanzek J, Petscher Y, Vaughn S, Heckert J, Cavanaugh C, Kraft G, Tackett K. A synthesis of read-aloud interventions on early reading outcomes among preschool through third graders at risk for reading difficulties. Journal of Learning Disabilities. 44: 258-75. PMID 21521868 DOI: 10.1177/0022219410378444  0.78
2011 Vaughn S, Klingner JK, Swanson EA, Boardman AG, Roberts G, Mohammed SS, Stillman-Spisak SJ. Efficacy of collaborative strategic reading with middle school students American Educational Research Journal. 48: 938-964. DOI: 10.3102/0002831211410305  0.748
2011 Swanson E, Edmonds MS, Hairrell A, Vaughn S, Simmons DC. Applying a cohesive set of comprehension strategies to content-area instruction Intervention in School and Clinic. 46: 266-272. DOI: 10.1177/1053451210395385  0.669
2011 Hairrell A, Simmons D, Swanson E, Edmonds M, Vaughn S, Rupley WH. Translating Vocabulary Research to Social Studies Instruction: Before, During, and After Text-Reading Strategies Intervention in School and Clinic. 46: 204-210. DOI: 10.1177/1053451210389606  0.625
2011 Wanzek J, Vaughn S. Is a three-tier reading intervention model associated with reduced placement in special education? Remedial and Special Education. 32: 167-175. DOI: 10.1177/0741932510361267  0.76
2011 Bryant DP, Bryant BR, Roberts G, Vaughn S, Pfannenstiel KH, Porterfield J, Gersten R. Early numeracy intervention program for first-grade students with mathematics difficulties Exceptional Children. 78: 7-23. DOI: 10.1177/001440291107800101  0.595
2011 Hairrell A, Rupley WH, Edmonds M, Larsen R, Simmons D, Willson V, Byrns G, Vaughn S. Examining the Impact of Teacher Quality on Fourth-Grade Students' Comprehension and Content-Area Achievement Reading & Writing Quarterly. 27: 239-260. DOI: 10.1080/10573569.2011.560486  0.544
2010 Vaughn S, Fletcher JM. Thoughts on Rethinking Response to Intervention With Secondary Students. School Psychology Review. 39: 296-299. PMID 21738283  0.486
2010 Wanzek J, Roberts G, Linan-Thompson S, Vaughn S, Woodruff AL, Murray CS. Differences in the Relationship of Oral Reading Fluency and High-Stakes Measures of Reading Comprehension. Assessment For Effective Intervention : Official Journal of the Council For Educational Diagnostic Services. 35: 67-77. PMID 21479152 DOI: 10.1177/1534508409339917  0.745
2010 Vaughn S, Cirino PT, Wanzek J, Wexler J, Fletcher JM, Denton CD, Barth A, Romain M, Francis DJ. Response to Intervention for Middle School Students With Reading Difficulties: Effects of a Primary and Secondary Intervention. School Psychology Review. 39: 3-21. PMID 21479079  0.864
2010 Wexler J, Vaughn S, Roberts G, Denton CA. The Efficacy of Repeated Reading and Wide Reading Practice for High School Students with Severe Reading Disabilities. Learning Disabilities Research & Practice : a Publication of the Division For Learning Disabilities, Council For Exceptional Children. 25: 2-10. PMID 21076693 DOI: 10.1111/J.1540-5826.2009.00296.X  0.83
2010 Vaughn S, Wanzek J, Wexler J, Barth A, Cirino PT, Fletcher J, Romain M, Denton CA, Roberts G, Francis D. The relative effects of group size on reading progress of older students with reading difficulties. Reading and Writing. 23: 931-956. PMID 21072131 DOI: 10.1007/S11145-009-9183-9  0.853
2010 Wanzek J, Wexler J, Vaughn S, Ciullo S. Reading interventions for struggling readers in the upper elementary grades: a synthesis of 20 years of research. Reading and Writing. 23: 889-912. PMID 21072128 DOI: 10.1007/S11145-009-9179-5  0.846
2010 Vaughn S, Denton CA, Fletcher JM. WHY INTENSIVE INTERVENTIONS ARE NECESSARY FOR STUDENTS WITH SEVERE READING DIFFICULTIES. Psychology in the Schools. 47: 432-444. PMID 21072127 DOI: 10.1002/Pits.20481  0.571
2010 Barth AE, Denton CA, Stuebing KK, Fletcher JM, Cirino PT, Francis DJ, Vaughn S. A test of the cerebellar hypothesis of dyslexia in adequate and inadequate responders to reading intervention. Journal of the International Neuropsychological Society : Jins. 16: 526-36. PMID 20298639 DOI: 10.1017/S1355617710000135  0.476
2010 Simmons D, Hairrell A, Edmonds M, Vaughn S, Larsen R, Willson V, Rupley W, Byrns G. A Comparison of Multiple-Strategy Methods: Effects on Fourth-Grade Students’ General and Content-Specific Reading Comprehension and Vocabulary Development Journal of Research On Educational Effectiveness. 3: 121-156. DOI: 10.1080/19345741003596890  0.547
2010 Murray CS, Woodruff AL, Vaughn S. First-Grade student retention within a 3-tier reading framework Reading and Writing Quarterly. 26: 26-50. DOI: 10.1080/10573560903396934  0.589
2010 Wanzek J, Vaughn S. Tier 3 interventions for students with significant reading problems Theory Into Practice. 49: 305-314. DOI: 10.1080/00405841.2010.510759  0.795
2010 Roberts G, Mohammed SS, Vaughn S. Reading Achievement Across Three Language Groups: Growth Estimates for Overall Reading and Reading Subskills Obtained With the Early Childhood Longitudinal Survey Journal of Educational Psychology. 102: 668-686. DOI: 10.1037/A0018983  0.442
2010 Swanson EA, Vaughn S. An observation study of reading instruction provided to elementary students with learning disabilities in the resource room Psychology in the Schools. 47: 481-492. DOI: 10.1002/Pits.20484  0.745
2010 Vaughn S, Fletcher JM. Thoughts on rethinking response to intervention with secondary students School Psychology Review. 39: 296-299.  0.486
2009 Fletcher JM, Vaughn S. Response to Intervention: Preventing and Remediating Academic Difficulties. Child Development Perspectives. 3: 30-37. PMID 21765862 DOI: 10.1111/J.1750-8606.2008.00072.X  0.542
2009 Fletcher JM, Vaughn S. RTI models as alternatives to traditional views of learning disabilities: Response to the commentaries. Child Development. 3: 48-50. PMID 21297887 DOI: 10.1111/J.1750-8606.2008.00076.X  0.411
2009 Edmonds MS, Vaughn S, Wexler J, Reutebuch C, Cable A, Tackett KK, Schnakenberg JW. A Synthesis of Reading Interventions and Effects on Reading Comprehension Outcomes for Older Struggling Readers. Review of Educational Research. 79: 262-300. PMID 20072704 DOI: 10.3102/0034654308325998  0.81
2009 Cirino PT, Vaughn S, Linan-Thompson S, Cardenas-Hagan E, Fletcher JM, Fran DJ. One-year follow-up outcomes of spanish and english interventions for english language learners at risk for reading problems American Educational Research Journal. 46: 744-781. DOI: 10.3102/0002831208330214  0.564
2009 Fletcher JM, Francis DJ, Caldwell CJ, Kalinowski S, O'Malley K, Young V, Copeland K, Mehta P, Vaughn S. Effects of a bundled accommodations package on high-stakes testing for middle school students with reading disabilities Exceptional Children. 75: 447-463. DOI: 10.1177/001440290907500404  0.536
2009 Vaughn S, Wanzek J, Murray CS, Scammacca N, Linan-Thompson S, Woodruff AL. Response to early reading intervention: Examining higher and lower responders Exceptional Children. 75: 165-183. DOI: 10.1177/001440290907500203  0.782
2009 Wanzek J, Vaughn S. Students Demonstrating Persistent Low Response to Reading Intervention: Three Case Studies Learning Disabilities Research & Practice. 24: 151-163. DOI: 10.1111/J.1540-5826.2009.00289.X  0.786
2009 Francis DJ, Vaughn S. Effective Practices for English Language Learners in the Middle Grades: Introduction to the Special Issue ofJournal of Research on Educational Effectiveness Journal of Research On Educational Effectiveness. 2: 289-296. DOI: 10.1080/19345740903217664  0.487
2009 Vaughn S, Martinez LR, Linan-Thompson S, Reutebuch CK, Carlson CD, Francis DJ. Enhancing Social Studies Vocabulary and Comprehension for Seventh-Grade English Language Learners: Findings From Two Experimental Studies Journal of Research On Educational Effectiveness. 2: 297-324. DOI: 10.1080/19345740903167018  0.522
2008 Denton CA, Wexler J, Vaughn S, Bryan D. Intervention Provided to Linguistically Diverse Middle School Students with Severe Reading Difficulties. Learning Disabilities Research & Practice : a Publication of the Division For Learning Disabilities, Council For Exceptional Children. 23: 79-89. PMID 22736893 DOI: 10.1111/J.1540-5826.2008.00266.X  0.84
2008 Wexler J, Vaughn S, Edmonds M, Reutebuch CK. A synthesis of fluency interventions for secondary struggling readers. Reading and Writing. 21: 317-347. PMID 22485066 DOI: 10.1007/S11145-007-9085-7  0.775
2008 Vaughn S, Fletcher JM, Francis DJ, Denton CA, Wanzek J, Wexler J, Cirino PT, Barth AE, Romain MA. Response to Intervention with Older Students with Reading Difficulties. Learning and Individual Differences. 18: 338-345. PMID 19129920 DOI: 10.1016/J.Lindif.2008.05.001  0.844
2008 Chard DJ, Stoolmiller M, Harn BA, Wanzek J, Vaughn S, Linan-Thompson S, Kame'enui EJ. Predicting reading success in a multilevel schoolwide reading model: a retrospective analysis. Journal of Learning Disabilities. 41: 174-88. PMID 18354936 DOI: 10.1177/0022219407313588  0.746
2008 Wanzek J, Vaughn S. Response to varying amounts of time in reading intervention for students with low response to intervention. Journal of Learning Disabilities. 41: 126-42. PMID 18354933 DOI: 10.1177/0022219407313426  0.779
2008 Denton CA, Vaughn S. Reading and Writing Intervention for Older Students with Disabilities: Possibilities and Challenges Learning Disabilities Research and Practice. 23: 61-62. DOI: 10.1111/J.1540-5826.2008.00263.X  0.616
2008 Vaughn S, Cirino PT, Tolar T, Fletcher JM, Cardenas-Hagan E, Carlson CD, Francis DJ. Long-Term Follow-Up of Spanish and English Interventions for First-Grade English Language Learners at Risk for Reading Problems Journal of Research On Educational Effectiveness. 1: 179-214. DOI: 10.1080/19345740802114749  0.602
2007 Mathes PG, Pollard-Durodola SD, Cárdenas-Hagan E, Linan-Thompson S, Vaughn S. Teaching struggling readers who are native Spanish speakers: what do we know? Language, Speech, and Hearing Services in Schools. 38: 260-71. PMID 17625052 DOI: 10.1044/0161-1461(2007/027)  0.577
2007 Vaughn S, Wanzek J, Denton CA. Teaching elementary students who experience difficulties in learning The Sage Handbook of Special Education. 360-377. DOI: 10.4135/9781848607989.n28  0.69
2007 Robinson DH, Levin JR, Thomas GD, Pituch KA, Vaughn S. The incidence of "causal" statements in teaching-and-learning research journals American Educational Research Journal. 44: 400-413. DOI: 10.3102/0002831207302174  0.474
2007 Linan-Thompson S, Cirino PT, Vaughn S. Determining English Language Learners' Response to Intervention: Questions and Some Answers Learning Disability Quarterly. 30: 185. DOI: 10.2307/30035563  0.566
2007 Vaughn S, Roberts G. Secondary Interventions in Reading; Providing Additional Instruction for Students at Risk Teaching Exceptional Children. 39: 40-46. DOI: 10.1177/004005990703900506  0.611
2007 Wanzek J, Vaughn S. Research-based implications from extensive early reading interventions School Psychology Review. 36: 541-561.  0.538
2006 Wanzek J, Vaughn S, Wexler J, Swanson EA, Edmonds M, Kim AH. A synthesis of spelling and reading interventions and their effects on the spelling outcomes of students with LD. Journal of Learning Disabilities. 39: 528-43. PMID 17165620 DOI: 10.1177/00222194060390060501  0.868
2006 Linan-Thompson S, Vaughn S, Prater K, Cirino PT. The response to intervention of English language learners at risk for reading problems. Journal of Learning Disabilities. 39: 390-8. PMID 17004672 DOI: 10.1177/00222194060390050201  0.648
2006 Vaughn S, Linan-Thompson S, Mathes PG, Cirino PT, Carlson CD, Pollard-Durodola SD, Cardenas-Hagan E, Francis DJ. Effectiveness of Spanish intervention for first-grade English language learners at risk for reading difficulties. Journal of Learning Disabilities. 39: 56-73. PMID 16512083 DOI: 10.1177/00222194060390010601  0.612
2006 Vaughn S, Cirino PT, Linan-Thompson S, Mathes PG, Carlson CD, Hagan EC, Pollard-Durodola SD, Fletcher JM, Francis DJ. Effectiveness of a Spanish intervention and an English intervention for English-language learners at risk for reading problems American Educational Research Journal. 43: 449-487. DOI: 10.3102/00028312043003449  0.623
2006 Vaughn S, Fuchs LS. A Response to “Competing Views: A Dialogue on Response to Intervention”: Why Response to Intervention Is Necessary but Not Sufficient for Identifying Students With Learning Disabilities Assessment For Effective Intervention. 32: 58-61. DOI: 10.1177/15345084060320010801  0.462
2006 Vaughn S, Edmonds M. Reading comprehension for older readers Intervention in School and Clinic. 41: 131-137. DOI: 10.1177/10534512060410030101  0.463
2006 Kim AH, Vaughn S, Klingner JK, Woodruff AL, Reutebuch CK, Kouzekanani K. Improving the reading comprehension of middle school students with disabilities through computer-assisted collaborative strategic reading Remedial and Special Education. 27: 235-249. DOI: 10.1177/07419325060270040401  0.783
2006 Fletcher JM, Francis DJ, Boudousquie A, Copeland K, Young V, Kalinowski S, Vaughn S. Effects of accommodations on high-stakes testing for students with reading disabilities Exceptional Children. 72: 136-150. DOI: 10.1177/001440290607200201  0.541
2006 Pollard-Durodola SD, Mathes PG, Vaughn S, Cardenas-Hagan E, Linan-Thompson S. The Role of Oracy in Developing Comprehension in Spanish-Speaking English Language Learners Topics in Language Disorders. 26: 365-384. DOI: 10.1097/00011363-200610000-00008  0.542
2006 Vaughn S, Mathes P, Linan-Thompson S, Cirino P, Carlson C, Pollard-Durodola S, Cardenas-Hagan E, Francis D. Effectiveness of an English intervention for first-grade English language learners at risk for reading problems Elementary School Journal. 107: 153-180. DOI: 10.1086/510653  0.645
2006 Kim A, Woodruff AL, Klein C, Vaughn S. Facilitating Co-Teaching for Literacy in General Education Classrooms through Technology: Focus on Students with Learning Disabilities Reading & Writing Quarterly. 22: 269-291. DOI: 10.1080/10573560500455729  0.668
2006 Wanzek J, Vaughn S, Kim A, Cavanaugh CL. The Effects of Reading Interventions on Social Outcomes for Elementary Students with Reading Difficulties: A Synthesis Reading & Writing Quarterly. 22: 121-138. DOI: 10.1080/10573560500242192  0.823
2005 Boardman AG, Argüelles ME, Vaughn S, Hughes MT, Klingner J. Special education teachers' views of research-based practices Journal of Special Education. 39: 168-180. DOI: 10.1177/00224669050390030401  0.504
2005 Vaughn S, Mathes PG, Linan-Thompson S, Francis DJ. Teaching English Language Learners At Risk for Reading Disabilities to Read: Putting Research into Practice Learning Disabilities Research and Practice. 20: 58-67. DOI: 10.1111/J.1540-5826.2005.00121.X  0.576
2004 Fletcher JM, Coulter WA, Reschly DJ, Vaughn S. Alternative approaches to the definition and identification of learning disabilities: some questions and answers. Annals of Dyslexia. 54: 304-31. PMID 15741940 DOI: 10.1007/S11881-004-0015-Y  0.536
2004 Kim AH, Vaughn S, Wanzek J, Wei S. Graphic organizers and their effects on the reading comprehension of students with LD: a synthesis of research. Journal of Learning Disabilities. 37: 105-18. PMID 15493233 DOI: 10.1177/00222194040370020201  0.8
2004 Vaughn S, Williams JP. Introduction to the Special Issue on Reading Exceptionality. 12: 127-128. DOI: 10.1207/S15327035Ex1203_1  0.371
2004 Klingner JK, Vaughn S, Arguelles ME, Tejero Hughes M, Ahwee Leftwich S. Collaborative Strategic Reading Remedial and Special Education. 25: 291-302. DOI: 10.1177/07419325040250050301  0.621
2004 Vaughn S, Coleman M. The Role of Mentoring in Promoting Use of Research-Based Practices in Reading Remedial and Special Education. 25: 25-38. DOI: 10.1177/07419325040250010401  0.426
2004 Gersten R, Vaughn S, Kim A. Introduction Remedial and Special Education. 25: 3-4. DOI: 10.1177/07419325040250010201  0.468
2004 Vaughn S, Sinagub J, Kim AH. Social Competence/Social Skills of Students with Learning Disabilities: Interventions and Issues Learning About Learning Disabilities. 341-373. DOI: 10.1016/B978-012762533-1/50013-5  0.669
2003 Elbaum B, Vaughn S. For which students with learning disabilities are self-concept interventions effective? Journal of Learning Disabilities. 36: 101-8; discussion 14. PMID 15493426 DOI: 10.1177/002221940303600203  0.601
2003 Kim AH, Vaughn S, Elbaum B, Hughes MT, Sloan CVM, Sridhar D. Effects of Toys or Group Composition for Children with Disabilities: A Synthesis. Journal of Early Intervention. 25: 189-205. DOI: 10.1177/105381510302500304  0.612
2003 Vaughn S, Linan-Thompson S, Kouzekanani K, Bryant DP, Dickson S, Blozis SA. Reading Instruction Grouping for Students with Reading Difficulties Remedial and Special Education. 24: 301-315. DOI: 10.1177/07419325030240050501  0.648
2003 Vaughn S, Kim A, Morris Sloan CV, Hughes MT, Elbaum B, Sridhar D. Social Skills Interventions for Young Children with Disabilities Remedial and Special Education. 24: 2-15. DOI: 10.1177/074193250302400101  0.678
2003 Vaughn S, Linan-Thompson S. What is Special about Special Education for Students with Learning Disabilities? Journal of Special Education. 37: 140-147. DOI: 10.1177/00224669030370030301  0.509
2003 Vaughn S, Linan-Thompson S, Hickman P. Response to Instruction as a Means of Identifying Students with Reading/Learning Disabilities Exceptional Children. 69: 391-409. DOI: 10.1177/001440290306900401  0.593
2003 Denton CA, Vaughn S, Fletcher JM. Bringing Research-Based Practice in Reading Intervention to Scale Learning Disabilities Research and Practice. 18: 201-211. DOI: 10.1111/1540-5826.00075  0.581
2003 Vaughn S, Fuchs LS. Redefining Learning Disabilities as Inadequate Response to Instruction: The Promise and Potential Problems Learning Disabilities Research and Practice. 18: 137-146. DOI: 10.1111/1540-5826.00070  0.463
2003 Linan-Thompson S, Vaughn S, Hickman-Davis P, Kouzekanani K. Effectiveness of Supplemental Reading Instruction for Second-Grade English Language Learners with Reading Difficulties Elementary School Journal. 103: 221-238. DOI: 10.1086/499724  0.628
2002 Chard DJ, Vaughn S, Tyler BJ. A synthesis of research on effective interventions for building reading fluency with elementary students with learning disabilities. Journal of Learning Disabilities. 35: 386-406. PMID 15490537 DOI: 10.1177/00222194020350050101  0.648
2002 Klingner JK, Vaughn S. The changing roles and responsibilities of an LD specialist Learning Disability Quarterly. 25: 19-31. DOI: 10.2307/1511188  0.459
2002 Levy S, Vaughn S. An observational study of teachers' reading instruction of students with emotional or behavioral disorders Behavioral Disorders. 27: 215-232. DOI: 10.1177/019874290202700303  0.743
2002 Vaughn S, Levy S, Coleman M, Bos CS. Reading instruction for students with LD and EBD: A synthesis of observation studies Journal of Special Education. 36: 2-13. DOI: 10.1177/00224669020360010101  0.769
2001 Klingner JK, Arguelles ME, Hughes MT, Vaughn S. Examining the schoolwide “spread” of research-based practices. Learning Disability Quarterly. 24: 221-234. DOI: 10.2307/1511112  0.38
2001 Vaughn S, Elbaum B, Boardman AG. The Social Functioning of Students With Learning Disabilities: Implications for Inclusion Exceptionality. 9: 47-65. DOI: 10.1207/S15327035Ex091  0.516
2001 Vaughn S, Hughes MT, Moody SW, Elbaum B. Instructional Grouping for Reading for Students with LD Implications for Practice Intervention in School and Clinic. 36: 131-137. DOI: 10.1177/105345120103600301  0.556
2001 Vaughn S, Klingner JK, Bryant DP. Collaborative strategic reading as a means to enhance peer-mediated instruction for reading comprehension and content-area learning Remedial and Special Education. 22: 66-74. DOI: 10.1177/074193250102200201  0.593
2001 McCray AD, Vaughn S, Neal LVI. Not All Students Learn to Read by Third Grade Middle School Students Speak Out About Their Reading Disabilities Journal of Special Education. 35: 17-30. DOI: 10.1177/002246690103500103  0.598
2001 Elbaum B, Vaughn S. School-based interventions to enhance the self-concept of students with learning disabilities: A meta-analysis Elementary School Journal. 101: 302-329. DOI: 10.1086/499670  0.624
2001 Gersten R, Vaughn S. Meta-Analyses in Learning Disabilities: Introduction to the Special Issue The Elementary School Journal. 101: 247-249. DOI: 10.1086/499667  0.331
2001 Vaughn S, Elbaum B, Boardman AG. The Social Functioning of Students With Learning Disabilities: Implications for Inclusion Exceptionality. 9: 47-65. DOI: 10.1080/09362835.2001.9666991  0.363
2000 Forgan JW, Vaughn S. Adolescents with and without LD make the transition to middle school Journal of Learning Disabilities. 33: 33-43. PMID 15505954 DOI: 10.1177/002221940003300107  0.498
2000 Schumm JS, Moody SW, Vaughn S. Grouping for reading instruction: Does one size fit all? Journal of Learning Disabilities. 33: 477-488. PMID 15495549 DOI: 10.1177/002221940003300508  0.599
2000 Klingner JK, Vaughn S. The helping behaviors of fifth graders while using collaborative strategic reading during ESL content classes Tesol Quarterly. 34: 69-98. DOI: 10.2307/3588097  0.597
2000 Bryant DP, Vaughn S, Linan-Thompson S, Ugel N, Hamff A, Hougen M. Reading Outcomes For Students With And Without Reading Disabilities In General Education Middle-School Content Area Classes Learning Disability Quarterly. 23: 238-252. DOI: 10.2307/1511347  0.673
2000 Gould A, Vaughn S. Planning For The Inclusive Classroom: Meeting The Needs Of Diverse Learners Journal of Catholic Education. 3: 363-374. DOI: 10.15365/Joce.0303102013  0.488
2000 Vaughn S, Chard DJ, Bryant DP, Coleman M, Tyler BJ, Linan-Thompson S, Kouzekanani K. Fluency and comprehension interventions for third-grade students Remedial and Special Education. 21: 325-335. DOI: 10.1177/074193250002100602  0.668
2000 Coleman M, Vaughn S. Reading interventions for students with emotional/behavioral disorders Behavioral Disorders. 25: 93-104. DOI: 10.1177/019874290002500201  0.6
2000 Sridhar D, Vaughn S. Bibliotherapy for All: Enhancing Reading Comprehension, Self-Concept, and Behavior. Teaching Exceptional Children. 33: 74-82. DOI: 10.1177/004005990003300210  0.566
2000 Vaughn S, Gersten R, Chard DJ. The Underlying Message in LD Intervention Research: Findings from Research Syntheses Exceptional Children. 67: 99-114. DOI: 10.1177/001440290006700107  0.47
2000 Moody SW, Vaughn S, Hughes MT, Fischer M. Reading Instruction in the Resource Room: Set up for Failure Exceptional Children. 66: 305-316. DOI: 10.1177/001440290006600302  0.581
2000 Vaughn S, Klingner J, Hughes M. Sustainability of research-based practices Exceptional Children. 66: 163-171. DOI: 10.1177/001440290006600202  0.374
2000 Elbaum B, Vaughn S, Hughes MT, Moody SW. How effective are one-to-one tutoring programs in reading for elementary students at risk for reading failure? A meta-analysis of the intervention research Journal of Educational Psychology. 92: 605-619. DOI: 10.1037/0022-0663.92.4.605  0.641
2000 Chard DJ, Vaughn S, Tyler B, Sloan K. Building a school‐wide model for preventing reading difficulties Australasian Journal of Special Education. 24: 32-46. DOI: 10.1017/S1030011200024672  0.533
1999 Vaughn S, Klingner JK. Teaching reading comprehension through collaborative strategic reading Intervention in School and Clinic. 34: 284-292. DOI: 10.1177/105345129903400505  0.578
1999 Klingner JK, Vaughn S, Tejero Hughes M, Arguelles ME. Sustaining Research-Based Practices in Reading Remedial and Special Education. 20: 263-287. DOI: 10.1177/074193259902000502  0.479
1999 Vaughn S, Reiss M, Rothlein L, Hughes MT. Kindergarten Teachers' Perceptions of Instructing Students with Disabilities Remedial and Special Education. 20: 184-191. DOI: 10.1177/074193259902000309  0.45
1999 Klingner JK, Vaughn S. Students' perceptions of instruction in inclusion classrooms: Implications for students with learning disabilities Exceptional Children. 66: 23-37. DOI: 10.1177/001440299906600102  0.566
1999 Elbaum B, Vaughn S, Hughes M, Moody SW. Grouping Practices and Reading Outcomes for Students with Disabilities. Exceptional Children. 65: 399-415. DOI: 10.1177/001440299906500309  0.604
1999 Klingner JK, Vaughn S. Promoting reading comprehension, content learning, and English acquisition though Collaborative Strategic Reading (CSR) Reading Teacher. 52: 738-747.  0.439
1998 Vaughn S, Elbaum BE, Schumm JS, Hughes MT. Social Outcomes for Students with and Without Learning Disabilities in Inclusive Classrooms Journal of Learning Disabilities. 31: 428-436. PMID 9763773 DOI: 10.1177/002221949803100502  0.57
1998 Klingner JK, Vaughn S, Schumm JS, Cohen P, Forgan JW. Inclusion or Pull-Out: Which Do Students Prefer? Journal of Learning Disabilities. 31: 148-158. PMID 9529785 DOI: 10.1177/002221949803100205  0.505
1998 Vaughn S, Hughes MT, Schumm JS, Klingner J. A collaborative effort to enhance reading and writing instruction in inclusion classrooms Learning Disability Quarterly. 21: 57-74. DOI: 10.2307/1511372  0.427
1998 Schumm JS, Vaughn S. Introduction to special issue on teachers' perceptions: Issues related to the instruction of students with learning disabilities Learning Disability Quarterly. 21: 3-5. DOI: 10.2307/1511368  0.536
1998 Klingner JK, Vaughn S. Using Collaborative Strategic Reading Teaching Exceptional Children. 30: 32-37. DOI: 10.1177/004005999803000607  0.409
1998 Vaughn S, Klingner JK. Students' perceptions of inclusion and resource room settings Journal of Special Education. 32: 79-88. DOI: 10.1177/002246699803200202  0.519
1998 Vaughn S, Moody SW, Schumm JS. Broken promises: Reading instruction in the resource room Exceptional Children. 64: 211-225. DOI: 10.1177/001440299806400205  0.559
1998 Klingner JK, Vaughn S, Schumm JS. Collaborative strategic reading during social studies in heterogeneous fourth-grade classrooms Elementary School Journal. 99. DOI: 10.1086/461914  0.59
1997 Gersten R, Vaughn S, Deshler D, Schiller E. What We Know about Using Research Findings: Implications for Improving Special Education Practice Journal of Learning Disabilities. 30: 466-476. PMID 9293227 DOI: 10.1177/002221949703000501  0.307
1997 Schumm JS, Vaughn S, Sobol MC. Are They Getting It?: How to Monitor Student Understanding in Inclusive Classrooms Intervention in School and Clinic. 32: 168-171. DOI: 10.1177/105345129703200307  0.523
1997 Moody SW, Vaughn S, Schumm JS. Instructional grouping for reading: Teachers' views Remedial and Special Education. 18: 347-356. DOI: 10.1177/074193259701800604  0.418
1997 Vaughn S, Schumm JS, Arguelles ME. The ABCDEs of Co-Teaching. Teaching Exceptional Children. 30: 4-10. DOI: 10.1177/004005999703000201  0.356
1996 Vaughn S, Elbaum BE, Schumm JS. The effects of inclusion on the social functioning of students with learning disabilities Journal of Learning Disabilities. 29: 605-608. PMID 8942304 DOI: 10.1177/002221949602900604  0.547
1996 Elbaum BE, Schumm JS, Vaughn S. Urban Middle-Elementary Students' Perceptions of Grouping Formats for Reading Instruction Elementary School Journal. 97. DOI: 10.1086/461877  0.577
1996 Klingner JK, Vaughn S. Reciprocal teaching of reading comprehension strategies for students with learning disabilities who use english as a second language Elementary School Journal. 96: 289-293. DOI: 10.1086/461828  0.61
1996 Elbaum BE, Schumm JS, Vaughn S. Urban Middle-Elementary Students' Perceptions of Grouping Formats for Reading Instruction Elementary School Journal. 97.  0.493
1995 Sivam SP, Iatridis PG, Vaughn S. Integration of pharmacology into a problem-based learning curriculum for medical students Medical Education. 29: 289-296. PMID 8594393  0.421
1995 Vaughn S, Schumm JS. Responsible inclusion for students with learning disabilities Journal of Learning Disabilities. 28: 264-270, 290. PMID 7775846 DOI: 10.1177/002221949502800502  0.523
1995 Haager D, Vaughn S. Parent, teacher, peer, and self-reports of the social competence of students with learning disabilities Journal of Learning Disabilities. 28: 205-215, 231. PMID 7738433 DOI: 10.1177/002221949502800403  0.509
1995 Vaughn S, Schumm JS, Klingner J, Saumell L. Students' views of instructional practices: Implications for inclusion Learning Disability Quarterly. 18: 236-248. DOI: 10.2307/1511045  0.558
1995 Schumm JS, Vaughn S. Meaningful Professional Development in Accommodating Students with Disabilities: Lessons Learned Remedial and Special Education. 16: 344-353. DOI: 10.1177/074193259501600604  0.478
1995 Schumm JS, Vaughn S, Haager D, Mcdowell J, Rothlein L, Saumell L. General Education Teacher Planning: What Can Students with Learning Disabilities Expect? Exceptional Children. 61: 335-352. DOI: 10.1177/001440299506100403  0.427
1994 Vaughn S, Hogan A. The social competence of students with learning disabilities over time: a within-individual examination Journal of Learning Disabilities. 27: 292-303; discussion . PMID 8006507 DOI: 10.1177/002221949402700505  0.48
1994 Vaughn S, Haager D. Social competence as a multifaceted construct: How do students with learning disabilities fare? Learning Disability Quarterly. 17: 253-266. DOI: 10.2307/1511123  0.48
1994 Schumm JS, Vaughn S, Gordon J, Rothlein L. General Education Teachers' Beliefs, Skills, and Practices in Planning for Mainstreamed Students with Learning Disabilities Teacher Education and Special Education. 17: 22-37. DOI: 10.1177/088840649401700104  0.481
1994 Vaughn S, Schumm JS. Middle School Teachers' Planning for Students with Learning Disabilities Remedial and Special Education. 15: 152-161. DOI: 10.1177/074193259401500303  0.518
1994 Schumm JS, Vaughn S, Haager D, Klingner JK. Literacy Instruction for Mainstreamed Students: What Suggestions Are Provided in Basal Reading Series? Remedial and Special Education. 15: 14-20. DOI: 10.1177/074193259401500104  0.558
1994 Schumm JS, Vaughn S, Saumell L. Assisting students with difficult textbooks: Teacher perceptions and practices Reading Research and Instruction. 34: 39-56. DOI: 10.1080/19388079409558170  0.434
1993 Vaughn S, Schumm JS, Gordon J. Which motoric condition is most effective for teaching spelling to students with and without learning disabilities? Journal of Learning Disabilities. 26: 191-198. PMID 8486996 DOI: 10.1177/002221949302600306  0.55
1993 Vaughn S, Schumm JS, Kouzekanani K. What do students with learning disabilities think when their general education teachers make adaptations? Journal of Learning Disabilities. 26: 545-555. PMID 8245700 DOI: 10.1177/002221949302600808  0.563
1993 Vaughn S, Scott MS, Perou R, Scot M, Fredebaugh D. Social Competence of Preschoolers with Disabilities Assessment For Effective Intervention. 18: 123-134. DOI: 10.1177/153450849301800203  0.504
1993 McIntosh R, Vaughn S, Schumm JS, Haager D, Lee O. Observations of Students with Learning Disabilities in General Education Classrooms Exceptional Children. 60: 249-261. DOI: 10.1177/001440299406000306  0.55
1993 Vaughn S, Schumm JS, Niarhos FJ, Gordon J. Students' Perceptions of Two Hypothetical Teachers' Instructional Adaptations for Low Achievers. Elementary School Journal. 94: 87-102. DOI: 10.1086/461752  0.556
1993 Vaughn S, Schumm JS, Niarhos FJ, Daugherty T. What do students think when teachers make adaptations Teaching and Teacher Education. 9: 107-118. DOI: 10.1016/0742-051X(93)90018-C  0.559
1992 Vaughn S, Schumm JS, Gordon J. Early Spelling Acquisition: Does Writing Really Beat the Computer? Learning Disability Quarterly. 15: 223-228. DOI: 10.2307/1510245  0.427
1992 Schumm JS, Vaughn S, Saumell L. What Teachers do when the Textbook is Tough: Students Speak Out Journal of Literacy Research. 24: 481-503. DOI: 10.1080/10862969209547792  0.557
1992 Schumm JS, Vaughn S. Reflections on “Planning for Mainstreamed Special Education Students: Perceptions of General Classroom Teachers” Exceptionality. 3: 121-126. DOI: 10.1080/09362839209524802  0.479
1992 Schumm JS, Vaughn S. Planning for Mainstreamed Special Education Students: Perceptions of General Classroom Teachers Exceptionality. 3: 81-98. DOI: 10.1080/09362839209524799  0.466
1992 Vaughn S, Haager D, Hogan A, Kouzekanani K. Self-concept and peer acceptance in students with learning disabilities: A four- to five-year prospective study. Journal of Educational Psychology. 84: 43-50. DOI: 10.1037/0022-0663.84.1.43  0.545
1991 McIntosh R, Vaughn S, Zaragoza N. A review of social interventions for students with learning disabilities Journal of Learning Disabilities. 24: 451-458. PMID 1940600 DOI: 10.1177/002221949102400802  0.494
1991 Schumm JS, Vaughn S. Making Adaptations for Mainstreamed Students: General Classroom Teachers' Perspectives Remedial and Special Education. 12: 18-27. DOI: 10.1177/074193259101200404  0.457
1991 Zaragoza N, Vaughn S, Mcintosh R. Social Skills Interventions and Children with Behavior Problems: A Review. Behavioral Disorders. 16: 260-275. DOI: 10.1177/019874299101600407  0.466
1990 Vaughn S, Hogan A, Kouzekanani K, Shapiro S. Peer acceptance, self-perceptions, and social skills of learning disabled students prior to identification. Journal of Educational Psychology. 82: 101-106. DOI: 10.1037/0022-0663.82.1.101  0.53
1990 Vaughn S, Lancelotta GX. Teaching interpersonal social skills to poorly accepted students: Peer-pairing versus non-peer-pairing Journal of School Psychology. 28: 181-188. DOI: 10.1016/0022-4405(90)90010-5  0.554
1989 Lancelotta GX, Vaughn S. Relation Between Types of Aggression and Sociometric Status: Peer and Teacher Perceptions Journal of Educational Psychology. 81: 86-90. DOI: 10.1037/0022-0663.81.1.86  0.34
1988 Vaughn S, McIntosh R. Interpersonal problem solving: A piece of the social competence puzzle for students with learning disabilities Journal of Reading, Writing, and Learning Disabilities International. 4: 321-334. DOI: 10.1080/0748763880040408  0.329
1987 Vaughn S, Bos CS. Knowledge and perception of the resource room: the students' perspective Journal of Learning Disabilities. 20: 218-223. PMID 3572239 DOI: 10.1177/002221948702000404  0.451
1985 Vaughn S. Why teach social skills to learning disabled students? Journal of Learning Disabilities. 18: 588-591. PMID 4086936 DOI: 10.1177/002221948501801005  0.343
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