Sharon Vaughn
Associated IES Content
Grant
Examining the Efficacy of Integrating Anxiety Management Practices with Reading Intervention for Students with Reading Disabilities
The purpose of this project is to evaluate the efficacy of a reading intervention that embeds anxiety management instruction, Reading and Anxiety Management (RANX), for upper elementary students with reading difficulties. Evidence suggests that non-academic factors, such as anxiety, may play a role in limiting reading outcomes for upper elementary students. Further, greater anxiety has been associated with poorer academic performance, and anxiety has been associated bi-directionally with res...
Federal funding program:
Award number:
R324A240137
Grant
Development of a Narrative Language and Reading Comprehension Program for Emergent Bilinguals With or At Risk for Reading Disabilities
The purpose of this project is to develop and test the promise of a narrative language and reading comprehension intervention called Guided, Explicit, Teaching of Oral and Written Narratives to Improve Narrative Text Comprehension (GET ON IT!) for emergent bilinguals with or at risk for reading disabilities (EBs with RD) in grades 2-4. GET ON IT will provide a unique extension of an existing narrative language intervention called Supporting Knowledge in Language and Literacy (SKILL), which w...
Federal funding program:
Award number:
R324A240204
Grant
Project i-SMART: Intervention to Support Mindset and Reading Together
The purpose of this project is to develop and evaluate an intensive, supplemental reading intervention (i-SMART) that embeds growth mindset supports to improve reading and motivational outcomes for students with significant reading difficulties (RD) in the middle grades (Grades 4-5), including those with learning disabilities (LD). Reading interventions for students in middle grades yield smaller effects than those in primary grades. One possible reason why existing reading interventions sho...
Federal funding program:
Award number:
R324A230242
Grant
Effectiveness of Leveled Literacy Intervention Intermediate for Third and Fourth Grade Students with Reading Difficulties or Disabilities
The project aims to test the efficacy of the Leveled Literacy Intervention (LLI) Intermediate in third and fourth grade. Researchers will conduct a randomized control trial to examine: (a) the efficacy of LLI Intermediate for third grade students with reading difficulties or disabilities relative to a business-as-usual comparison group, (b) the efficacy of an intensive implementation of LLI Intermediate over 2 years (3rd and 4th grade), (c) short- and long-term outcomes to determine whether ...
Federal funding program:
Award number:
R324A210021
Grant
A Randomized Trial of the Connect-IT Intervention in Middle School Students With or At Risk for Reading Disabilities
A large direct contributor to comprehension problems in middle school students with or at risk for reading disabilities is pervasive difficulty in making inferences necessary for understanding what is read. Because literacy attainments in middle school are highly predictive of postsecondary success, middle school provides a later developmental window within which to intervene for struggling adolescent readers. Consequently, a technology-based inference-making intervention, Connect-IT-Compute...
Federal funding program:
Award number:
R324A200101
Grant
Examining the Efficacy of a Content Area Reading Comprehension Intervention for Students With Disabilities
The purpose of this study is to test the efficacy of the reading comprehension intervention, PACT-Promoting Adolescents' Comprehension of Text, for middle school learnerswith disabilities. PACT has demonstrated efficacy for improving outcomes for students without disabilities, but has not been rigorously evaluated for learners with disabilities. Data from the prior efficacy study do suggest the intervention is promising for learners with disabilities. Many adolescents with disabilities do no...
Federal funding program:
Award number:
R324A190072
Grant
Middle School Matters: Promoting Research- and Evidence-Based Practices to Support Reading Comprehension (MSMPREP)
This project developed, refined, and piloted a professional development model designed to support middle school teacher implementation of reading practices known to improve literacy for middle grades students.
Federal funding program:
Award number:
R305A170556
Grant
Preventing Dropout Among At-Risk Youth: A Study of Project Goal with English Learners
This project will test the efficacy of providing intensive reading instruction and/or a program to prevent dropout to high school ELLs who are at risk for not completing high school. In general, ELLs are less likely to graduate from high school than their monolingual peers. This may be related to lower skills in reading comprehension in English and higher rates of absenteeism and disciplinary problems than their monolingual peers. Students will participate in the intervention in 9th and 10...
Federal funding program:
Award number:
R305A150058
Grant
Project Collaborative Strategic Reading (CSR): Interventions for Struggling Adolescent and Adult Readers and Writers
Less than 20 percent of students have reading comprehension skills at or above grade-appropriate proficiency levels. Minority students and English language learners are more likely to perform below proficiency levels. For example, 41 states reported that only 18.7% of English language learners scored above state-established norms for reading comprehension. A number of factors contribute to students not being able to comprehend text including: (a) inadequate decoding skills; (b) reading text...
Federal funding program:
Award number:
R305A080608
FY2012
Single-Session Panels
FY2012
Reading, Writing, and Language Development FY2012
FY2014
Reading, Writing, and Language Development FY2014
FY2022 - FY2023
Reading, Writing, and Language Development
Grant
Project LINK: Learning to Generate Inferences and Building Knowledge Using an Online Platform
In this project, the researchers aim to develop and pilot test a scalable, theoretically and empirically supported knowledge-building and inference instruction intervention (Learning to Generate Inferences and Building Knowledge [LINK]) to improve reading comprehension for all students in grades 6 and 7. An early version of LINK demonstrated promise in accelerating reading comprehension for students with reading difficulties (RD) in a sample with a high proportion of multilingual students wh...
Federal funding program:
Award number:
R305A240175
Grant
Examining the Efficacy of Aligning Core Content-Area Reading Instruction and Small Group Reading Intervention for Students with Reading Disabilities (Project ALIGN)
The purpose of this project is to evaluate the efficacy of aligned reading comprehension and vocabulary instruction across instructional settings for students with reading disabilities (SWRD) in grade 5. There has been a long-standing pattern of no or small effects in reading comprehension research for upper elementary SWRD. New approaches to improving reading comprehension require system-wide change that addresses instruction across the school day rather than in segmented, isolated interven...
Federal funding program:
Award number:
R324A230239
Grant
A Replication Study to Examine the Efficacy of Sound Partners When Implemented by Peer Tutors
This research team will carry out a replication randomized controlled trial (RCT) to examine the efficacy of Sound Partners, a reading intervention, delivered through cross-age peer tutoring. The project features moderator analyses to examine how socioeconomic status (SES) is related to intervention effects on student reading outcomes. Early achievement gaps between children of high- and low-resource families have persisted over a long period of time for several reasons including that a) n...
Federal funding program:
Award number:
R305R220024
Grant
Transdisciplinary Approaches to Improving Opportunities and Outcomes for English Learners: Using Engagement, Team-Based Learning, and Formative Assessment to Develop Content and Language Proficiency
This R&D Center is examining instruction of secondary English learners.
Federal funding program:
Award number:
R305C200016
Grant
Multi-Tiered Systems of Support and Methodological Skill Development
The postdoctoral research program will provide postdoctoral fellows with extensive research training in multi-tiered systems of support (MTSS), including the development and evaluation of interventions for students with disabilities and innovative and robust methodology, such as a sequential, multiple assignment, randomized trials. The overarching goal of this program is to prepare four fellows (with 2 years of training each) to conduct rigorous intervention research focused on students with dis
Federal funding program:
Award number:
R324B200012
FY2018
FY2018 Single-Session Peer Review Panel
Grant
Cohesive Integration of Behavior Support within a Process of Data-Based Intervention Intensification
The goal of this project is to build and optimize an adaptive intervention within a multi-tiered system of supports (MTSS) model to improve elementary school students' academic and behavior outcomes. The overall adaptive intervention will consist of various combinations of academic (reading or math) and behavior (self-regulation) strategies designed to improve academic engagement and learning. Behavior problems and academic problems often co-occur, as learning difficulties may lead to frustr...
Federal funding program:
Award number:
R324N180018
FY2011 IES Peer Reviewers
FY2011 IES Research Peer Review Panel
FY2010 IES Peer Reviewers
FY2010 IES Research Peer Review Panel
Grant
Understanding Malleable Cognitive Processes and Integrated Comprehension Interventions for Grades 7–12
The goals of this project are to (a) improve our knowledge of cognitive processes that underlie reading for understanding to identify malleable processes that may be targets of intervention, and (b) provide knowledge about the role of engagement and motivation in enhancing reading comprehension outcomes, and integrate and apply the findings from these studies to develop and test the efficacy of interventions for students with reading comprehension difficulties in grades 7-12. This work is gr...
Federal funding program:
Award number:
R305F100013
Grant
Preventing School Dropout with Secondary Students: The Implementation of an Individualized Reading Intervention and Dropout Prevention Intervention
The purpose of this project is to test the efficacy of an individualized reading intervention (Reading Interventions for Adolescents; RIA) and a dropout prevention intervention (Check & Connect; C&C) separately and combined for secondary students with reading difficulties who are also at risk for dropping out of school. Despite improved knowledge about effective reading interventions for students in the younger grades, much less is known regarding effective interventions and reading instruct...
Federal funding program:
Award number:
R324A100022
Grant
Postdoctoral Research Training Fellowship Program
This postdoctoral program trained four postdoctoral fellows in interdisciplinary research in education sciences related to reading disabilities, with a special emphasis on response to intervention.
Federal funding program:
Award number:
R324B080008
Grant
Enhancing the Quality of Expository Text Instruction through Content and Case-Situated Professional Development
In this project, the researchers proposed to refine a professional development (PD) program for grade 4 social studies teachers to help them integrate reading comprehension into instruction. The researchers also aimed to pilot test the fully developed version of the PD. The PD was case situated and to help teachers learn and use evidence-based practices.
Federal funding program:
Award number:
R305M050121
Grant
Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE)
In 2003-2004, English language learner services were provided to 3.8 million students in the U.S., or 11 percent of all students. Most English language learners confront an educational landscape where they must study and be tested on grade-level curricula in a new language at the same time they are learning that language.
Federal funding program:
Award number:
R305A050056
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