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Bullying Victimization Among School-Aged Immigrant Youth in the United States

Journal of adolescent health, 2016-03, Vol.58 (3), p.337-344

2016

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Internalizing Symptoms and Reading Difficulties Among Early Elementary School Students

Child psychiatry and human development, 2023-08, Vol.54 (4), p.1064-1074

2023

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Relationships Between Anxiety, Attention, and Reading Performance in Children

Child psychiatry and human development, 2024-04

2024

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A Century of Progress: Reading Interventions for Students in Grades 4–12, 1914–2014

Review of educational research, 2016-09, Vol.86 (3), p.756-800

2016

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Is the treatment weak or the test insensitive: Interrogating item difficulties to elucidate the nature of reading intervention effects

Learning and individual differences, 2022-07, Vol.97, p.102167, Article 102167

2022

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Brain activity in struggling readers before intervention relates to future reading gains

Cortex, 2019-02, Vol.111, p.286-302

2019

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A Synthesis of Read-Aloud Interventions on Early Reading Outcomes Among Preschool Through Third Graders at Risk for Reading Difficulties

Journal of learning disabilities, 2011-05, Vol.44 (3), p.258-275

2011

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Anxiety and Reading Difficulties in Early Elementary School: Evidence for Unidirectional- or Bi-Directional Relations?

Child psychiatry and human development, 2012-02, Vol.43 (1), p.35-47

2012

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Anxiety and inattention as predictors of achievement in early elementary school children

Anxiety, stress, and coping, 2013-07, Vol.26 (4), p.391-410

2013

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Introduction to the Special Issue on the Simple View of Reading from Pre-K to Grade 12

Remedial and special education, 2018-09, Vol.39 (5), p.259-259

Vaughn, Sharon

2018

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Treatment Fidelity in Studies of Educational Intervention

1, 2017

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Research-based methods of reading instruction: Grades K-3

Association for Supervision and Curriculum Development, 2004

2004

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Current Research Informing the Conceptualization, Identification, and Treatment of Dyslexia Across Orthographies: An Introduction to the Special Series

Learning disability quarterly, 2021-08, Vol.44 (3), p.140-144

2021

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Now We Get It! Boosting Comprehension with Collaborative Strategic Reading

Jossey-Bass, An Imprint of Wiley, 2012

2012

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Intensive Interventions in Reading for Students with Reading Disabilities: Meaningful Impacts

Learning disabilities research and practice, 2014-05, Vol.29 (2), p.46-53

2014

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Inclusive Special Education: What Do We Mean and What Do We Want?

Remedial and special education, 2024-08

2024

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Alternative Approaches to the Definition and Identification of Learning Disabilities: Some Questions and Answers

Annals of dyslexia, 2004-12, Vol.54 (2), p.304-331

2004

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Promoting Adolescents’ Comprehension of Text: Efficacy and Effectiveness

Remedial and special education, 2024-02, Vol.45 (1), p.58-67

2024

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A Meta-Analysis of Interventions for Struggling Readers in Grades 4–12: 1980–2011

Journal of learning disabilities, 2015-07, Vol.48 (4), p.369-390

2015

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A Commentary on Bowers (2020) and the Role of Phonics Instruction in Reading

Educational psychology review, 2021-09, Vol.33 (3), p.1249-1274

2021

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A Review of Summarizing and Main Idea Interventions for Struggling Readers in Grades 3 Through 12: 1978–2016

Remedial and Special Education, 2019-06, Vol.40 (3), p.131-149

2019

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Meta-Analyses of the Effects of Tier 2 Type Reading Interventions in Grades K-3

Educational Psychology Review, 2016-09, Vol.28 (3), p.551-576

2016

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Research-Based Implications From Extensive Early Reading Interventions

School psychology review, 2007-12, Vol.36 (4), p.541-561

2007

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Responsiveness-to-Intervention: A Decade Later

Journal of learning disabilities, 2012-05, Vol.45 (3), p.195-203

2012

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Building on Past Successes: Designing, Evaluating, and Providing Effective Treatments for Persons for Whom Typical Instruction Is Not Effective

Remedial and special education, 2015-01, Vol.36 (1), p.5-8

Vaughn, Sharon

2015

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Bullying Victimization Among School-Aged Immigrant Youth in the United States

Internalizing Symptoms and Reading Difficulties Among Early Elementary School Students

Relationships Between Anxiety, Attention, and Reading Performance in Children

A Century of Progress: Reading Interventions for Students in Grades 4–12, 1914–2014

Is the treatment weak or the test insensitive: Interrogating item difficulties to elucidate the nature of reading intervention effects

Brain activity in struggling readers before intervention relates to future reading gains

A Synthesis of Read-Aloud Interventions on Early Reading Outcomes Among Preschool Through Third Graders at Risk for Reading Difficulties

Anxiety and Reading Difficulties in Early Elementary School: Evidence for Unidirectional- or Bi-Directional Relations?

Anxiety and inattention as predictors of achievement in early elementary school children

Introduction to the Special Issue on the Simple View of Reading from Pre-K to Grade 12

Treatment Fidelity in Studies of Educational Intervention

Research-based methods of reading instruction: Grades K-3

Current Research Informing the Conceptualization, Identification, and Treatment of Dyslexia Across Orthographies: An Introduction to the Special Series

Now We Get It! Boosting Comprehension with Collaborative Strategic Reading

Intensive Interventions in Reading for Students with Reading Disabilities: Meaningful Impacts

Inclusive Special Education: What Do We Mean and What Do We Want?

Alternative Approaches to the Definition and Identification of Learning Disabilities: Some Questions and Answers

Promoting Adolescents’ Comprehension of Text: Efficacy and Effectiveness

A Meta-Analysis of Interventions for Struggling Readers in Grades 4–12: 1980–2011

A Commentary on Bowers (2020) and the Role of Phonics Instruction in Reading

A Review of Summarizing and Main Idea Interventions for Struggling Readers in Grades 3 Through 12: 1978–2016

Meta-Analyses of the Effects of Tier 2 Type Reading Interventions in Grades K-3

Research-Based Implications From Extensive Early Reading Interventions

Responsiveness-to-Intervention: A Decade Later

Building on Past Successes: Designing, Evaluating, and Providing Effective Treatments for Persons for Whom Typical Instruction Is Not Effective

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