Executive Director, MCPER
Director, Reading Institute
Director, Dropout Prevention Institute
Manuel J. Justiz Endowed Chair in Education
Professor, Department of Special Education: Learning Disabilities/Behavior Disorders program
Intervention research for students with learning problems and disabilities
Vaughn, S., Roberts, G., Wexler, J., Vaughn, M., Fall, A.-M., & Schnakenberg, J. B. (2014). High school students with reading comprehension difficulties: Results of a randomized control trial of a two-year reading intervention. Journal of Learning Disabilities. Advance online publication. doi:10.1177/0022219413515511
Vaughn, S., Swanson, E. A., Roberts, G., Wanzek, J., Stillman-Spisak, S. J., Solis, M., & Simmons, D. (2013). Improving reading comprehension and social studies knowledge in middle school. Reading Research Quarterly, 48(1), 77–93. doi:10.1002/rrq.039
Note: The What Works Clearinghouse (WWC) found that this study “meets WWC evidence standards without reservation…well-implemented randomized controlled trial.”
Vaughn, S., & Fletcher, J. M. (2012). Response to intervention with secondary school students with reading difficulties. Journal of Learning Disabilities, 45(3), 241–253. doi:10.1177/0022219412442157
Vaughn, S., Klingner, J. K., Swanson, E. A., Boardman, A. G., Roberts, G., Mohammed, S. S., & Stillman-Spisak, S. J. (2011). Efficacy of collaborative strategic reading with middle school students. American Educational Research Journal, 48(4), 938–964. doi:10.3102/0002831211410305
Vaughn, S., Cirino, P. T., Wanzek, J., Wexler, J., Fletcher, J. M., Denton, C. A., . . . Francis, D. J. (2010). Response to intervention for middle school students with reading difficulties: Effects of a primary and secondary intervention. School Psychology Review, 39(1), 3–21.
Vaughn, S., Martinez, L. R., Linan-Thompson, S., Reutebuch, C. K., Carlson, C. D., & Francis, D. J. (2009). Enhancing social studies vocabulary and comprehension for seventh-grade English language learners: Findings from two experimental studies. Journal of Research on Educational Effectiveness, 2(4), 297–324.