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Content-Area Reading Comprehension and Teachers' Use of Instructional Time: Effects on Middle School Students' Social Studies Knowledge
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Toste, Jessica R.; Vaughn, Sharon; Martinez, Leticia R.; Bustillos-SoRelle, Danielle A. – Reading and Writing: An Interdisciplinary Journal, 2019
We examined the influence of teachers' use of instructional time on students' learning within the context of a randomized controlled trial investigating the effects of a content-area reading comprehension intervention. Participants were 8th grade social studies teachers who had their classes randomly assigned to either Promoting Acceleration of…
Descriptors: Content Area Reading, Reading Comprehension, Time Factors (Learning), Middle School Students
Literacy and Text Reading in Middle and High School Social Studies and English Language Arts Classrooms
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Swanson, Elizabeth; Wanzek, Jeanne; McCulley, Lisa; Stillman-Spisak, Stephanie; Vaughn, Sharon; Simmons, Deborah; Fogarty, Melissa; Hairrell, Angela – Reading & Writing Quarterly, 2016
This study reports vocabulary and reading comprehension instructional practices implemented in middle and high school social studies and language arts classrooms. It also describes text reading practices. We conducted 137 observations of 11 social studies and 9 language arts teachers over the course of 1 academic year. We observed instructional…
Descriptors: Vocabulary Development, Reading Comprehension, Teaching Methods, Educational Practices
Literacy and Text Reading in Middle and High School Social Studies and English Language Arts Classrooms
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Swanson, Elizabeth; Wanzek, Jeanne; McCulley, Lisa; Stillman-Spisak, Stephanie; Vaughn, Sharon; Simmons, Deborah; Fogarty, Melissa; Hairrell, Angela – Grantee Submission, 2015
This study reports vocabulary and reading comprehension instructional practices implemented in middle and high school social studies and language arts classrooms. It also describes text reading practices. We conducted 137 observations of 11 social studies and 9 language arts teachers over the course of 1 academic year. We observed instructional…
Descriptors: Middle School Students, High School Students, Social Studies, Language Arts
Intensive Interventions in Reading for Students with Reading Disabilities: Meaningful Impacts
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Vaughn, Sharon; Wanzek, Jeanne – Grantee Submission, 2014
We use three data sources to build a rationale for why intensive interventions are necessary for students with pervasive reading disabilities: current data on the performance of students with disabilities on reading achievement measures over time, observation studies on students with reading disabilities in general and special education…
Descriptors: Intervention, Reading Difficulties, Reading Achievement, Observation
Intensive Interventions for Students Struggling in Reading and Mathematics. A Practice Guide
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Vaughn, Sharon; Wanzek, Jeanne; Murray, Christy S.; Roberts, Greg – Center on Instruction, 2012
This publication provides research-based guidance for intensifying instruction in reading and mathematics for students with significant learning difficulties, including students with disabilities, in kindergarten through grade 12. The guide gives technical assistance providers and states information reflecting "best practices" for implementing…
Descriptors: Feedback (Response), Learning Problems, Elementary Secondary Education, Cognitive Processes