Sharon Vaughn, Ph.D.
H.E. Hartfelder/Southland Corp Regents Chair & Executive Director,
Meadows Center for Preventing Educational Risk
Department of Special EducationProgram: Learning Disabilities/Behavior Disorders
Research Interests and Expertise: Intervention Research for students with learning problems and disabilities.
Current Research Projects and Grants
- *LD Center Grant to investigate effective response to intervention practices for older students with reading difficulties/disabilities
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*Enhancing the Quality of Expository Text Instruction & Comprehension through Content and Case-Situated from Institute for Educational Sciences
- *Optimizing Educational Outcome for Spanish Speakers who are English Language Learners
- *National Research and Development Center on English Language Learners
Boards, Committees and Associations
- Board of Advisors, University of Texas System, Institute for Public School Initiatives
- Board of Advisors, Hispanic Family Literacy Center
- Member, Council for Exceptional Children, International Reading Association, International Dyslexia Association, Learning Disabilities Association
- Review Board, Journal of Educational Psychology, American Educational Research Journal, Exceptional Children, Journal of Learning Disabilities, Learning Disability Quarterly
Recent Awards
- American Education Research Association, Special Education SIG, Outstanding Researcher Award
- University of Texas Dean's Award for Research
- Past President, Division for Learning Disabilities, Council for Exceptional Children
- Previous Editor in Chief, Journal of Learning Disabilities
- Previous Co-Editor, Learning Disabilities Research and Practice
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.