Sharon Vaughn

Allinder, R.M. (2001). Improving fluency in at-risk readers and students with learning disabilities. Remedial and Special Education , 22(1), 48—54.

Allor, J.H. , Fuchs, D. , & Mathes, P.G. (2001). Do students with and without lexical retrieval weaknesses respond differently to instruction? Journal of Learning Disabilities, 34(3), 264—273.

Atkinson, T.S. , Wilhite, K.L. , Frey, L.M. , & Williams, S.C. (2002). Reading instruction for the struggling reader: Implications for teachers of students with learning disabilities or emotional/behavioral disorders. Preventing School Failure, 46(4), 158—162.

Bentum, K.E. , & Aaron, P.G. (2003). Does reading instruction in learning disability resource rooms really work? A longitudinal study. Reading Psychology, 24, 361—382.

Burns, M.K. (2002). Comprehensive system of assessment to intervention using curriculum-based assessments. Intervention in School and Clinic, 38(1), 8—13.

Catts, H.W. , & Hogan, T.P. (2003). Language basis of reading disabilities and implications for early identification and remediation. Reading Psychology , 24, 223—246.

Chard, D.J. , Vaughn, S. , & Tyler, B. (2002). A synthesis of research on effective interventions for building reading fluency with elementary students with learning disabilities . Journal of Learning Disabilities, 35(5), 386—406.

Coyne, M.D. , Kame'enui , & Simmons, D.C. (2001). Prevention and intervention in beginning reading: Two complex systems. Learning Disabilities Research & Practice, 16(2), 62—73.

Denton, C.A. , Vaughn, S. , & Fletcher, J.M. (2003). Bringing research-based practice in reading intervention to scale. Learning Disabilities Research & Practice, 18(3), 201—211.

Elbaum, B. , Vaughn, S. , Hughes, M.T. , & Moody, S.W. (2000). 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(4), 605— 619.

Foorman, B.R. , & Torgeson, J. (2001). Critical elements of classroom and small-group instruction promote reading success in all children. Learning Disabilities Research & Practice, 16(4), 203—212.

Fuchs, L.S. , Fuchs, D. , & Compton, D.L. (2004). Monitoring early reading development in first grade: Word identification fluency versus nonsense word fluency. Exceptional Children, 71(1), 7—21.

Gersten, R. , & Geva, E. (2003). Teaching reading to early language learners. Educational Leadership, 60(7), 44—49.

Goldin-Meadow, S. , & Mayberry, R.I. (2001). How do profoundly deaf children learn to read? Learning Disabilities Research & Practice, 16(4), 222—229.

Jiménez, R.T. (2002). Fostering the literacy development of Latino students. Focus on Exceptional Children, 34(6), 1—10.

Joshi, R.M. (2003). Misconceptions about the assessment and diagnosis of reading disability. Reading Psychology, 24, 247—266.

Kasten, W. (1998). One learner, two paradigms: A case study of a special education student in a multiage primary classroom. Reading and Writing Quarterly, 14(4), 335—353.

Klingner, J.K. , & Vaughn, S. (2002).. The changing roles and responsibilities of an LD specialist. Learning Disability Quarterly, 25, 19—31.

Klingner, J.K. , Vaughn, S. , Hughes, M.T. , & Arguelles, M.E. (1999). Sustaining research-based practices in reading: A 3-year follow-up. Remedial and Special Education, 20(5), 263—274.

Larkin, M.J. (2001). Providing support for student independence through scaffolded instruction. Teaching Exceptional Children, 34(1), 30—34.

Linan-Thompson, S. , & Hickman-Davis, P. (2002). Supplemental reading instruction for students at risk for reading disabilities: Improve reading 30 minutes at a time. Learning Disabilities Research & Practice, 17(4), 242—251.

Linan-Thompson, S. , Vaughn, S. , Kickman-Davis, P. , & Kouzekanani, K. (2003). Effectiveness of supplemental reading instruction for second-grade English language learners with reading difficulties. The Elementary School Journal, 103(3), 221—238.

Lopez-Reyna, N.A. (1996). The importance of meaningful contexts in bilingual special education: Moving to whole language. Learning Disabilities Research & Practice, 11(2), 120—131.

Mastopieri, M.A. , Scruggs, T.E. , & Graetz, J.E. (2003). Reading comprehension instruction for secondary students: Challenges for struggling students and teachers. Learning Disability Quarterly, 26, 103—116.

McCray, A.D. (2001). Middle school students with reading disabilities . Reading Teacher, 55(3), 298—300.

Moody, S.W. , Vaughn, S. , & Hughes, M.T. (2000). Reading instruction in the resource room: Set up for failure. Exceptional Children, 66(3), 305—316.

National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.

Pressley, M. , Roehrig, A. , Bogner, K. , Raphael , & Dolezal, S. (2002). Balanced literacy instruction. Focus on Exceptional Children , 34(5), 1— 14.

Rossow, A. , & Hess, C. (2001). Engaging students in meaningful reading: A professional development journey. Teaching Exceptional Children, 33(6), 15—20.

Schumm, J.S. , Moody, S.W. , & Vaughn, S. (2000). Grouping for reading instruction: Does one size fit all? Journal of Learning Disabilities, 33(5), 477—488.

Speece, D.L. , Case, L.P. , & Molloy, D.E. (2003). Responsiveness to general education instruction as the first gate to learning disabilities identification. Learning Disabilities Research & Practice, 18(3), 147—156.

Vaughn, S. (2000). Fluency and comprehension interventions for third-grade students. Remedial and Special Education, 21(6), 325—335.

Vaughn, S. (2001). Instructional grouping for reading for students with LD. Intervention In School and Clinic, 36(3), 131—137.

Vaughn, S. , Gersten, R. , & Chard, D.J. (2000). The underlying message in LD intervention research: Findings from research syntheses. Exceptional Children, 67(1), 99—114.

Vaughn, S. , & Klingner, J.K. (1999). Teaching reading comprehension through collaborative strategic reading. Intervention in School and Clinic, 34(5), 284—292.

Vaughn, S. , Klingner, J. , & Bryant, D.P. (2001). Collaborative strategic reading as a means to enhance peer-mediated instruction for reading comprehension and content-area learning. Remedial and Special Education, 22(2), 66—74.

Vaughn, S. , Klingner, J. , & Hughes, M. (2000). Sustainability of research-based practices. Exceptional Children, 66(2), 163—171.

Vaughn, S. , Levy, S. , Coleman, M. , & Bos, C.S. (2002). Reading instruction for students with LD and EBD: A synthesis of observation studies. The Journal of Special Education, 36(1), 2—13.

Vaughn, S. , Linan-Thompson, S. , & Hickman, P. (2003). Response to instruction as a means of identifying students with reading/learning disabilities. Exceptional Children , 69(4), 391—409.

Vaughn, S. , Linan-Thompson, S. , Kouzekanani, K. , Bryant, D.P. , Dickson, S. , & Blozis, S.A. (2003). Reading instruction grouping for students with reading difficulties. Remedial and Special Education, 24(5), 301—315.

Vaughn, S. , Moody, S.W. , & Schumm, J.S. (1998). Broken promises: Reading instruction in the resource room. Exceptional Children, 64(2), 211—225.