Research
Projects
Researchers of the Reading Institute conduct the following projects. They are described in further detail in the Projects section of our website.
- Collaborative Strategic Reading: This project tests the efficacy of Collaborative Strategic Reading, a fully developed intervention, with adolescent struggling readers.
- Promoting Adolescents’ Comprehension of Text (PACT): This focused program of research is designed to answer key questions about the role of cognitive processes, motivation, engagement, and components of interventions to improve reading comprehension.
- Texas Adolescent Literacy Academies (TALA): This project prepared middle school teachers to design appropriate instruction for all students, including those struggling with reading due to limited English proficiency, learning disabilities, dyslexia, or other risk factors.
- Texas Center for Learning Disabilities (TCLD): This project investigates the RTI of students with reading difficulties through four research projects.
Selected Publications
Numerous publications have arisen from Reading Institute research. Below are a few of the most recent publications. All MCPER publications can be found in our Library, as well as on the page of the project for which each publication was produced.
Barth, A. E., Denton, C. A., Stoebing, K. K., Fletcher, J. M., Cirino, P. T., Francis, D. J., & Vaughn, S. (2010). A test of the cerebellar hypothesis of dyslexia in adequate and inadequate responders to reading intervention. Journal of the International Neuropsychological Society, 16, 526–536.
Murray, C. S., Woodruff, A. L., & Vaughn, S. (2010). First-grade student retention within a 3-tier reading framework. Reading & Writing Quarterly, 26, 26–50.
Swanson, E. A., & Vaughn, S. (2010). An observation study of reading instruction provided to elementary students with learning disabilities in the resource room. Psychology in the Schools, 47(5), 481–492. doi:10.1002/pits.20484
Vaughn, M. G., Beaver, K. M., Wexler, J., DeLisi, M., & Roberts, G. (2010). The effect of school dropout on verbal ability in adulthood: A propensity score matching approach. Journal of Youth and Adolescence. doi:10.1007/s10964-009-9501-1
Vaughn, S., Denton, C. A., & Fletcher, J. M. (2010). Why intensive interventions are necessary for students with severe reading difficulties. Psychology in the Schools, 47(5), 432–444.
Vaughn, S., & Fletcher, J. M. (2010). Thoughts on rethinking response to intervention with secondary students. School Psychology Review, 39(2), 296–299.
Wanzek, J., & Vaughn, S. (2010). Is a three-tier reading intervention model associated with reduced placement in special education? Remedial and Special Education, 32(2). doi:10.1177/0741932510361267
Wanzek, J., Wexler, J., Vaughn, S., & Ciullo, S. P. (2010). Reading interventions for struggling readers in the upper elementary grades: A synthesis of 20 years of research. Reading and Writing: An Interdisciplinary Journal, 23(8), 889–912. doi:10.1007/s11145-009-9179-5
Wexler, J., Vaughn, S., Edmonds, M., & Reutebuch, C. K. (2008). A synthesis of fluency interventions for secondary struggling readers. Reading and Writing, 21, 317–347.