Sharon Vaughn: The State of Reading Research and Instruction for Struggling Readers

Anderson, Diane
January 2006
Intervention in School & Clinic;Jan2006, Vol. 41 Issue 3, p169
Academic Journal
This article presents an interview with Sharon Vaughn, director of the Vaughn Gross Center for Reading and Language Arts. Commenting on the state of reading instruction for struggling readers, Vaughn states that a lot of progress has been made in the last 2 to 3 decades. However, knowledge about reading instruction for students who are most at need, some of whom are English language learners and many of whom are individuals with disabilities, requires additional research and understanding. When English language learners who are at risk for reading problems are provided intervention that matches the language of their core reading instruction, when they are provided specific and explicit instruction that maps onto their instructional needs, that they make progress that is the equivalent to, if not exceeding, the progress of monolingual English students. It is further stated that initially, when students with disabilities were provided special education, they were provided instruction small groups, by highly certified and well-trained teachers.


Related Articles

  • Literacy vignette: Hillary emerges as a reader. Andrews, Jill Brandenfels // Reading Teacher;Oct89, Vol. 43 Issue 1, p36 

    Relates a story about a reading specialist who work with students with difficulties learning to read. Work with Hillary, a student with difficulty in attending to class work; Satisfaction in sharing the reading specialist's attachment to books and reading.

  • Examining the Reading Difficulty of Secondary Students with Learning Disabilities. S´┐Żenz, Laura M.; Fuchs, Lynn S. // Remedial & Special Education;Jan/Feb2002, Vol. 23 Issue 1, p31 

    The purpose of this study was to identify the skill areas in which secondary students with learning disabilities exhibit deferential reading performance on narrative versus expository text. For this study, 111 high school students in special and remedial education classes were administered two...

  • a new look at special education. Shaw, Jerry L.; Yates, Sonja L. // Leadership;Nov/Dec2002, Vol. 32 Issue 2, p20 

    Discusses the importance of collaborative special education for children with reading difficulties. Concept of collaborative special education; Predictors of reading difficulties; Details of the application and outcome of the program.

  • Second Chances: Improving Decoding Skills in the Older Student. Apel, Kenn; Swank, Linda K. // Language, Speech & Hearing Services in Schools;Jul99, Vol. 30 Issue 3, p231 

    Focuses on strategies for the creation of intervention plans for the development of decoding skills in older students with reading impairments in the United States. Assessment of decoding skill of student; Factors influencing decoding skills development; Importance of phonological awareness in...

  • Who's Really Struggling?: Middle School Teachers' Perceptions of Struggling Readers. Moreau, Leah K. // Research in Middle Level Education Online;2014, Vol. 37 Issue 10, p1 

    This study explored middle school teachers' perceptions of struggling readers, including influences such as: understandings of components and factors relating to reading difficulties; views of struggling readers' behaviours and affect; classroom implications of their difficulties; and feelings...

  • Executive Digest.  // Special Education Technology Practice;Sep/Oct2009, Vol. 11 Issue 4, p11 

    The author features articles related to education. "Exceptional Children" presented a study by J. M. Fletcher and colleagues on how test accommodations affect the performance of middle school students with poor reading abilities. The work S. S. Lazarus and colleagues published in the "Journal of...

  • THE IMPACT OF SELF-QUESTIONING STRATEGY USE ON THE TEXT-READER ASSISTED COMPREHENSION OF STUDENTS WITH READING DISABILITIES. Manset-Williamson, Genevieve; Dunn, Michael; Hinshaw, Rebecca; Nelson, Jason M. // International Journal of Special Education;Feb2008, Vol. 23 Issue 1, p123 

    This study involved an examination of the impact of a self-questioning strategy on the text-reader assisted comprehension skills of six students in grades five through eight with reading disabilities (RD). The purpose of this study was to determine the degree older children with RD comprehend...

  • OSEP Research Institutes: Bridging Research and Practice.  // Teaching Exceptional Children;May/Jun2006, Vol. 38 Issue 5, p64 

    The article presents information on several research institutes on special education in the United States. These institutes are funded by the U.S. Office of Special Education Programs and they study specific curricular and instructional interventions that will accelerate the learning of students...

  • Data-Based Individualization in Reading. Lemons, Christopher J.; Kearns, Devin M.; Davidson, Kimberly A. // Teaching Exceptional Children;Mar/Apr2014, Vol. 46 Issue 4, p20 

    The article discusses the use of data-based individualization (DBI) in the teaching of U.S. special education students who have a reading disability. Topics discussed include the use of response to intervention (RTI) models and their associated tiers in U.S. special education, the choosing of an...


Read the Article


Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics