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Direct linkChurch, Jessica A.; Cirino, Paul T.; Miciak, Jeremy; Juranek, Jenifer; Vaughn, Sharon; Fletcher, Jack M. – New Directions for Child and Adolescent Development, 2019
The role of executive function (EF) in the reading process, and in those with reading difficulties, remains unclear. As members of the Texas Center for Learning Disabilities, we review multiple perspectives regarding EF in reading and then summarize some of our recent studies of struggling and typical readers in grades 3-5. Study 1a found that a…
Descriptors: Executive Function, Reading Difficulties, Response to Intervention, Reading Processes
Hall, Colby; Steinle, Paul K.; Vaughn, Sharon – New Directions for Child and Adolescent Development, 2019
This paper reviews findings from four research syntheses that report the effects of academic language and/or reading interventions on language and reading outcomes for English learners who have or are at risk for learning difficulties. Studies included in the syntheses varied in research design and addressed multiple areas of reading and language.…
Descriptors: Reading Instruction, English Language Learners, Learning Disabilities, At Risk Students
Williams, Kelly J.; Walker, Melodee A.; Vaughn, Sharon; Wanzek, Jeanne – Journal of Learning Disabilities, 2017
Spelling is one of the most challenging areas for students with learning disabilities (LD), and improving spelling outcomes for these students is of high importance. In this synthesis, we examined the effects of spelling and reading interventions on spelling outcomes for students with LD in Grades K through 12. A systematic search of peer-reviewed…
Descriptors: Spelling, Reading Instruction, Learning Disabilities, Intervention
