Sharon Vaughn

Sharon Vaughn, Ph.D.

Executive Director, The Meadows Center for Preventing Educational Risk

Director, MCPER Dropout Prevention Institute

H.E. Hartfelder/Southland Corp. Regents Chair

Professor, Department of Special Education:
Learning Disabilities/Behavior Disorders program

Research Interests and Expertise

Intervention research for students with learning problems and disabilities.

Current Research Projects and Grants

* MCPER projects

Boards, Committees, and Associations

Recent Awards

Representative Publications

Vaughn, S., Cirino, P. T., Linan-Thompson, S., Mathes, P. G., Carlson, C. D., Cardenas-Hagan, E., et al. (2006). Effectiveness of a Spanish intervention and an English intervention for English-language learners at risk for reading problems. American Educational Research Journal, 43(3), 449-487.

Vaughn, S., & Linan-Thompson, S. (2004). Reading: Effective instructional activities for elementary students. Alexandria, VA: ASCD.

Vaughn, S., & Fuchs, L.S. (2003). Redefining learning disabilities as inadequate response to treatment: The promise and potential problems. Learning Disabilities Research and Practice, 18(3), 137-146.

Vaughn, S., Linan-Thompson, S., & Hickman, P. (2003). Response to instruction as a means of identifying students with reading/learning disabilities. Exceptional Children, 69(4), 391-409.

Elbaum, B., Vaughn, S., Hughes, M. T., & Moody, S. W. (2000). How effective are one-to-one tutoring programs in reading for elementary students at risk for reading failure? Journal of Educational Psychology, 92(4), 605-619.