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Direct linkHsuan-Hui Wang; Elizabeth Swanson; Sharon Vaughn – Journal of Special Education, 2023
Vocabulary is a prominent contributor to reading comprehension. However, little is known about how students with disabilities with lower vocabulary performance respond to Tier 1 instruction, or how their vocabulary knowledge relates to their content acquisition. To examine the differential impact of Tier 1 instruction for U.S. middle school…
Descriptors: Academic Language, Vocabulary, Middle School Students, Students with Disabilities
Elizabeth Swanson; Alicia A. Stewart; Elizabeth A. Stevens; Nancy K. Scammacca; Philip Capin; Bethany H. Bhat; Greg Roberts; Sharon Vaughn – Grantee Submission, 2023
This study addressed the effects of Strategies for Teaching Reading, Information, and Vocabulary Effectively (STRIVE), a distributed professional development (PD) model designed to help teachers implement reading comprehension and vocabulary practices in fourth grade social studies classes. Schools (n = 81 schools, n = 235 teachers, n = 4,757…
Descriptors: Faculty Development, Program Effectiveness, Fidelity, Grade 4
Sharon Vaughn; Elizabeth Swanson; Anna-Mari Fall; Greg Roberts; Philip Capin; Elizabeth A. Stevens; Alicia A. Stewart – Grantee Submission, 2022
This study reports the effects of a distributed professional development model emphasizing reading comprehension and vocabulary practices in social studies on the content knowledge, vocabulary, and reading comprehension outcomes of upper elementary students identified as English learners (ELs). Schools were randomly assigned to one of three…
Descriptors: Reading Comprehension, Vocabulary Development, Social Studies, Elementary School Students
Sharon Vaughn; Elizabeth Swanson; Anna-Maria Fall; Greg Roberts; Philip Capin; Elizabeth A. Stevens; Alicia A. Stewart – Journal of Educational Psychology, 2022
This study reports the effects of a distributed professional development model emphasizing reading comprehension and vocabulary practices in social studies on the content knowledge, vocabulary, and reading comprehension outcomes of upper elementary students identified as English learners (ELs). Schools were randomly assigned to one of three…
Descriptors: Reading Comprehension, Vocabulary Development, Social Studies, Elementary School Students
