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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 Hits 1 – 20 of 53 1 Examining the Reading and Cognitive Profiles of Students With Significant Reading Comprehension Difficulties Capin, Philip; Cho, Eunsoo; Miciak, Jeremy... In: Learn Disabil Q (2021) BASE Show details 2 Current State of the Evidence: Examining the Effects of Orton-Gillingham Reading Interventions for Students With or at Risk for Word-Level Reading Disabilities Stevens, Elizabeth A.; Austin, Christy; Moore, Clint... In: Except Child (2021) BASE Show details 3 Examining vocabulary, reading comprehension, and content knowledge instruction during fourth grade social studies teaching [<Journal>] Capin, Philip [Verfasser]; Stevens, Elizabeth A. [Verfasser]; Stewart, Alicia A. [Verfasser]. DNB Subject Category Language Show details 4 Problem Behaviors and Response to Reading Intervention for Upper Elementary Students With Reading Difficulties Roberts, Garrett J.; Vaughn, Sharon; Roberts, Greg... In: Remedial Spec Educ (2019) BASE Show details 5 Examining Sources and Mechanisms of Reading Comprehension Difficulties: Comparing English Learners and Non-English Learners within the Simple View of Reading Cho, Eunsoo; Capin, Philip; Roberts, Greg. - 2019 BASE Show details 6 The Critical Role of Word Reading as a Predictor of Response to Intervention Vaughn, Sharon; Capin, Philip; Scammacca, Nancy... In: J Learn Disabil (2019) BASE Show details 7 Content-area reading comprehension and teachers’ use of instructional time: effects on middle school students’ social studies knowledge [<Journal>] Toste, Jessica R. [Verfasser]; Vaughn, Sharon [Verfasser]; Martinez, Leticia R. [Verfasser]. DNB Subject Category Language Show details 8 Examining the Simple View of Reading With Elementary School Children: Still Simple After All These Years ... Vaughn, Sharon; Lonigan, Christopher J.; Burgess, Stephen R.. - : Figshare, 2018 BASE Show details 9 Examining the Simple View of Reading With Elementary School Children: Still Simple After All These Years ... Vaughn, Sharon; Lonigan, Christopher J.; Burgess, Stephen R.. - : Figshare, 2018 BASE Show details 10 Examining the Effects of Afterschool Reading Interventions for Upper Elementary Struggling Readers Roberts, Garrett J.; Capin, Philip; Roberts, Greg. - 2018 BASE Show details 11 Examining How Treatment Fidelity Is Supported, Measured, and Reported in K–3 Reading Intervention Research Capin, Philip; Walker, Melodee A.; Vaughn, Sharon. - 2017 BASE Show details 12 Effects of an intensive reading intervention on reading outcomes for adolescent English learners with disabilities and comprehension deficits Williams, Kelly Jean. - 2017 Abstract: English Learners with disabilities (ELSWDs) in both eighth and twelfth grades scored significantly lower on the 2015 NAEP reading assessment than English Learners (ELs) only or students with disabilities (SWDs) only. Despite this, there is limited evidence on how to improve reading outcomes through reading interventions for adolescent ELSWDs. The purpose of this quasi-experimental study was to examine the effects of an intensive, year-long reading intervention, the Reading Intervention for Adolescents (RIA), on reading outcomes (word reading, vocabulary, and comprehension) for ninth grade ELSWDs (n = 95) with deficits in reading comprehension and to determine if the effects of the intervention varied by limited English proficiency (LEP) status (current versus former). Participants assigned to RIA received the intervention for the entire ninth-grade school year, while students in the comparison condition participated in electives such as band, chorus, or computer. Phase I of the intervention focused on advanced word study, fluency, vocabulary, and comprehension, while Phase II of the intervention emphasized vocabulary and comprehension, as well as the application of the strategies learned in Phase I with science and social studies texts. Participants were assessed at pre- and post-intervention on measures of real and pseudoword reading, comprehension, and vocabulary. After using analysis of covariance to test for treatment effects and controlling for false discovery rate, there were no significant differences between the RIA treatment and the comparison groups. Small effects were observed on measures of word reading, comprehension, and proximal vocabulary, and Hedge’s g values ranted from 0.08 to 0.40. There were also not significant differential effects of the intervention for students currently identified as LEP versus students formerly identified as LEP. Findings from this study confirm previous research with ELSWDs, in that it is difficult to improve vocabulary and comprehension for this population of students. ; Special Education Keyword: Adolescents; English learners; High school; Intervention; Reading; Students with disabilities URL: http://hdl.handle.net/2152/63717 https://doi.org/10.15781/T2KK94V7V BASE Hide details 13 Investigating the effect of graphic advance organizers on the reading comprehension of secondary-age students with autism spectrum disorder Weinberg, Aron Nathan. - 2017 BASE Show details 14 A Synthesis of Reading and Spelling Interventions and Their Effects on Spelling Outcomes for Students With Learning Disabilities Williams, Kelly J.; Walker, Melodee A.; Vaughn, Sharon. - 2016 BASE Show details 15 Effects From a Randomized Control Trial Comparing Researcher and School-Implemented Treatments With Fourth Graders With Significant Reading Difficulties Vaughn, Sharon; Solís, Michael; Miciak, Jeremy. - 2016 BASE Show details 16 The impact of a reading intervention on reading and behavioral outcomes for fourth and fifth grade students with reading difficulties Roberts, Garrett James. - 2016 BASE Show details 17 The effects of an inference instruction intervention on the inference generation and reading comprehension of struggling readers in grades 6 and 7 Hall, Colby S.. - 2016 BASE Show details 18 Meta-Analyses of the Effects of Tier 2 Type Reading Interventions in Grades K-3 Wanzek, Jeanne; Vaughn, Sharon; Scammacca, Nancy. - 2015 BASE Show details 19 Cognitive Attributes, Attention, and Self-Efficacy of Adequate and Inadequate Responders in a Fourth Grade Reading Intervention Cho, Eunsoo; Roberts, Garrett J.; Capin, Philip. - 2015 BASE Show details 20 The Effects of Blended Text-Processing and Linguistic Comprehension Interventions Among Struggling Middle-School Readers Barth, Amy E.; Vaughn, Sharon; McCulley, Elisabeth V.. - 2015 BASE Show details Page: 1 2 3

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