Bibliographies of Lien Ying Chow Professorship in Education

Glover, T. A., & Vaughn, S. (Eds.). (2010). The promise of response to intervention: Evaluating current science and practice. Guilford Press.

 

Haager, D., Klingner, J. K., & Vaughn, S. (Eds.). (2007). Evidence-based reading practices for response to intervention. Paul H. Brookes Publishing Co.

 

Klingner, J. K., Vaughn, S., & Boardman, A. (2015). Teaching reading comprehension to students with learning difficulties (2nd ed.). Guilford Press.

 

Reed, D. K., Wexler, J., & Vaughn, S. (2012). RTI for reading at the secondary level: Recommended literacy practices and remaining questions. Guilford Press.

 

Roberts, G., Vaughn, S., Beretvas, S. N., & Wong, V. (Eds.). (2016). Treatment fidelity in studies of educational intervention. Routledge. https://doi.org/10.4324/9781315734262 

 

Vaughn, S., & Bos, C. S. (2020). Strategies for teaching students with learning and behavior problems (10th ed.). Pearson.

 

Vaughn, S., Bos, C. S., & Schumm, J. S. (2018). Teaching students who are exceptional, diverse, and at risk in the general education classroom (7th ed.). Pearson Education.

 

Vaughn, S., & Briggs, K. L. (Eds.). (2003). Reading in the classroom: Systems for the observation of teaching and learning. P.H. Brookes Pub. Co.

 

Vaughn, S., & Linan-Thompson, S. (2004). Research-based methods of reading instruction, grades K-3. Association for Supervision and Curriculum Development.

 

Vaughn, S., & Linan-Thompson, S. (2007). Research-based methods of reading instruction for English language learners, grades K-4. Association for Supervision and Curriculum Development.

 

Vaughn, S., Schumm, J. S., & Sinagub, J. (1996). Focus group interviews in education and psychology. Sage Publications.

 

Denton, C. A., & Vaughn, S. (2010). Preventing and remediating reading difficulties: Perspectives from research. In T. A. Glover & S. Vaughn (Eds.), The promise of response to intervention: Evaluating current science and practice (pp. 78-112). Guilford Press.

 

Elbaum, B., & Vaughn, S. (2003). Self-concept and students with learning disabilities. In H. L. Swanson, K. R. Harris, & S. Graham (Eds.), Handbook of learning disabilities (pp. 229-241). Guilford Press.

 

Kim, A. W., Briggs, K. L., & Vaughn, S. (2003). The classroom climate scale: Observing during reading instruction. In S. Vaughn & K. L. Briggs (Eds.), Reading in the classroom: Systems for the observation of teaching and learning (pp. 83-109). P.H. Brookes Publishing Co.

 

McCulley, L. V., Hall, C., & Vaughn, S. (2013). Research-based reading instruction for students with learning disabilities. In E. Ortlieb & E. H. Cheek (Eds.), School-based interventions for struggling readers, K-8 (pp. 293-319). Emerald.

 

McCulley, L. V., Katz, S., & Vaughn, S. (2013). Reading instruction and students with learning disabilities. In J. P. Bakken, F. E. Obiakor, & A. F. Rotatori (Eds.), Learning disabilities: Practice concerns and students with LD (pp. 19-43). Emerald.

 

Reed, D., & Vaughn, S. (2010). Reading interventions for older students. In T. A. Glover & S. Vaughn (Eds.), The promise of response to intervention: Evaluating current science and practice (pp. 143-186). Guilford Press.

 

Roberts, G., Lewis, N. S., Fall, A. M., & Vaughn, S. (2017). Implementation fidelity: Examples from the reading for understanding initiative. In G. Roberts, S. Vaughn, S. N. Beretvas, & V. Wong (Eds.), Treatment fidelity in studies of educational intervention (pp. 61-79). Routledge. https://doi.org/10.4324/9781315734262-9

 

Roberts, G., Scammacca, N., Capin, P., & Vaughn, S. (2022). Cluster-randomized trials in special education research. In T. W. Farmer, E. Talbott, K. McMaster, D. Lee & T. C. Aceves (Eds.), Handbook of special education research (Vol. I): Theory, methods, and developmental processes (pp. 115-130). Routledge. https://doi.org/10.4324/9781003156857-11

 

Stevens, E. A, & Vaughn, S. (2020). Effective practices for teaching content area reading. In Oxford Research Encyclopedia of Education. Oxford University Press. https://doi-org /10.1093 /9780190264093.013.1209 

 

Sridhar, D., & Vaughn, S. (2002). Bibliotherapy: Practices for improving self-concept and reading comprehension. In T. H. Bryan, B. Y. L. Wong, & M. Donahue (Eds.), The social dimensions of learning disabilities: Essays in honor of Tanis Bryan (pp. 161-187). Lawrence Erlbaum Associates.

 

Vaughn, S. (2010). Research on students with reading disabilities. In M. G. McKeown & L. Kucan (Eds.), Bringing reading research to life (pp. 33-51). Guilford Press.

 

Vaughn, S., & Klingner, J. (2007). Overview of the three-tier model of reading intervention. In D. Haager, J. K. Klingner, & S. Vaughn (Eds.), Evidence-based reading practices for response to intervention (pp. 3-9). Paul H. Brookes Publishing Co.

 

Vaughn, S., Thompson, S. L., Woodruff, A. L., Murray, C. S., Wanzek, J., Scammacca, N., Roberts, G., & Elbaum, B. (2008). Effects of professional development on improving at-risk students' performance in reading. In C. R. Greenwood, T. R. Kratochwill, & M. Clements (Eds.), Schoolwide prevention models: Lessons learned in elementary schools (pp. 115-142). Guilford Press.

 

Vaughn, S., Wanzek, J., & Fletcher, J. (2007). Multiple tiers of intervention: A framework for prevention and identification of students with reading/learning disabilities. In B. M. Taylor & J. E. Ysseldyke (Eds.), Effective instruction for struggling readers, K-6 (pp. 173-195). Teachers College Press.

 

Vaughn, S., Wanzek, J., Woodruff, A. L., & Thompson, S. L. (2007). Prevention and early identification of students with reading disabilities. In D. Haager, J. K. Klingner, & S. Vaughn (Eds.), Evidence-based reading practices for response to intervention (pp. 11-27). Paul H. Brookes Publishing Co.

 

Wanzek, J., & Vaughn, S. (2010). Research-based implications from extensive early reading interventions. In T. A. Glover & S. Vaughn (Eds.), The promise of response to intervention: Evaluating current science and practice (pp. 113-142). Guilford Press.

 

Austin, C. R., Vaughn, S., Clemens, N. H., Pustejovsky, J. E., & Boucher, A. N. (2022). The relative effects of instruction linking word reading and word meaning compared to word reading instruction alone on the accuracy, fluency, and word meaning knowledge of 4th-5th grade students with dyslexia. Scientific Studies of Reading, 26(3), 204–222. https://doi.org/10.1080/10888438.2021.1947294

Barnes, M. A., Clemens, N. H., Simmons, D., Hall, C., Fogarty, M., Martinez-Lincoln, A., Vaughn, S., Simmons, L., Fall, A.-M., & Roberts, G. (2024). A randomized controlled trial of tutor- and computer-delivered inferential comprehension interventions for middle school students with reading difficulties. Scientific Studies of Reading, 28(4), 411–440. https://doi.org/10.1080/10888438.2024.2331517

Barth, A. E., Daniel, J., Roberts, G., Vaughn, S., Barnes, M. A., Ankrum, E., & Kincaid, H. (2021). The role of knowledge availability in forming inferences with rural middle grade English learners. Learning and Individual Differences, 88, Article 102006. https://doi.org/10.1016/j.lindif.2021.102006

Boucher, A. N., Bhat, B. H., Clemens, N. H., Vaughn, S., & O’Donnell, K. (2023). Reading interventions for students in grades 3–12 with significant word reading difficulties. Journal of Learning Disabilities, 57(4), 203-223. https://doi.org/10.1177/00222194231207556

Capin, P., Cho, E., Miciak, J., Roberts, G., & Vaughn, S. (2021). Examining the reading and cognitive profiles of students with significant reading comprehension difficulties. Learning Disability Quarterly, 44(3), 183–196. https://doi.org/10.1177/0731948721989973

Capin, P., Hall, C., & Vaughn, S. (2020). Evidence-based practices in the treatment of reading disabilities among English learners. Perspectives on Language and Literacy, 46(2), 26–32. 

Capin, P., Miciak, J., Bhat, B. H., Roberts, G., Steinle, P. K., Fletcher, J., & Vaughn, S. (2023). An extensive reading intervention for emergent bilingual students with significant reading difficulties in middle school. Remedial and Special Education. Advance online publication. https://doi.org/10.1177/07419325231213876

Capin, P., Roberts, G., Clemens, N. H., & Vaughn, S. (2022). When treatment adherence matters: Interactions among treatment adherence, instructional quality, and student characteristics on reading outcomes. Reading Research Quarterly, 57(2), 753–774. https://doi.org/10.1002/rrq.442

Capin, P., Stevens, E. A., Stewart, A. A., Swanson, E., & Vaughn, S. (2021). Examining vocabulary, reading comprehension, and content knowledge instruction during fourth grade social studies teaching. Reading and Writing, 34(5), 1143–1170. https://doi.org/10.1007/s11145-020-10106-5

Capin, P., Stevens, E. A., & Vaughn, S. (2023). Self-regulation and reading comprehension: Integrating and aligning to improve reading outcomes. Mind, Brain and Education, 17(4), 362–372. https://doi.org/10.1111/mbe.12353

Capin, P., Vaughn, S., Gillam, S. L., Fall, A. M., Roberts, G., Israelsen-Augenstein, M., Holbrook, S., Wada, R., Dille, J., Hall, C., & Gillam, R. B. (2023). Evaluating the efficacy of a narrative language intervention for bilingual students. American Journal of Speech-Language Pathology, 32(6), 2999–3020. https://doi.org/10.1044/2023_AJSLP-21-00185

Capin, P., Vaughn, S., Miller, J. E., Miciak, J., Fall, A.-M., Roberts, G., Cho, E., Barth, A. E., Steinle, P. K., & Fletcher, J. M. (2024). Investigating the reading profiles of middle school emergent bilinguals with significant reading comprehension difficulties. Scientific Studies of Reading, 28(2), 190–213. https://doi.org/10.1080/10888438.2023.2254871

Chatzoglou, E., Fishstrom, S., Payne, S. B., Andress, T. T., & Vaughn, S. (2023). The footprint of the COVID-19 pandemic in reading performance of students in the U.S. with and without disabilities. Research in Developmental Disabilities, 140, Article 104585. https://doi.org/10.1016/j.ridd.2023.104585

Clemens, N. H., & Vaughn, S. (2023). Understandings and misunderstandings about dyslexia: Introduction to the special issue. Reading Research Quarterly, 58(2), 181–187. https://doi.org/10.1002/rrq.499

Daniel, J., Vaughn, S., Roberts, G., & Grills, A. (2022). The importance of baseline word reading skills in examining student response to a multicomponent reading intervention. Journal of Learning Disabilities, 55(4), 259–271. https://doi.org/10.1177/00222194211010349

Fishstrom, S., Wang, H.-H., Bhat, B. H., Daniel, J., Dille, J., Capin, P., & Vaughn, S. (2022). A meta-analysis of the effects of academic interventions on academic achievement and academic anxiety outcomes in elementary school children. Journal of School Psychology, 92, 265–284. https://doi.org/10.1016/j.jsp.2022.03.011

Fletcher, J. M., Savage, R., & Vaughn, S. (2021). A commentary on Bowers (2020) and the role of phonics instruction in reading. Educational Psychology Review, 33(3), 1249–1274. https://doi.org/10.1007/s10648-020-09580-8

Francis, D. J., Kulesz, P. A., Khalaf, S., Walczak, M., & Vaughn, S. R. (2022). Is the treatment weak or the test insensitive: Interrogating item difficulties to elucidate the nature of reading intervention effects. Learning and Individual Differences, 97, Article 102167. https://doi.org/10.1016/j.lindif.2022.102167

Gillam, S. L., Gillam, R. B., Magimairaj, B. M., Capin, P., Israelsen-Augenstein, M., Roberts, G., & Vaughn, S. (2024). Contextualized, multicomponent language instruction: From theory to randomized controlled trial. Language, Speech and Hearing Services in Schools, 55(3), 661-682. https://doi.org/10.1044/2024_LSHSS-23-00171

Gillam, S. L., Vaughn, S., Roberts, G., Capin, P., Fall, A.-M., Israelsen-Augenstein, M., Holbrook, S., Wada, R., Hancock, A., Fox, C., Dille, J., Magimairaj, B. M., & Gillam, R. B. (2023). Improving oral and written narration and reading comprehension of children at-risk for language and literacy difficulties: Results of a randomized clinical trial. Journal of Educational Psychology, 115(1), 99–117. https://doi.org/10.1037/edu0000766

Hall, C., Capin, P., Vaughn, S., Gillam, S. L., Wada, R., Fall, A. M., Roberts, G., Dille, J. T., & Gillam, R. B. (2021). Narrative instruction in elementary classrooms: An observation study. The Elementary School Journal, 121(3), 454–483. https://doi.org/10.1086/712416

Hall, C., & Vaughn, S. (2021). Current research informing the conceptualization, identification, and treatment of dyslexia across orthographies: An introduction to the special series. Learning Disability Quarterly, 44(3), 140–144. https://doi.org/10.1177/0731948720929010

Hall, C., Vaughn, S., Barnes, M. A., Stewart, A. A., Austin, C. R., & Roberts, G. (2020). The effects of inference instruction on the reading comprehension of English learners with reading comprehension difficulties. Remedial and Special Education, 41(5), 259–270. https://doi.org/10.1177/0741932518824983

Kim, A.-H., Kim, U. J., Kim, J. C., & Vaughn, S. (2021). Subgrouping of Korean readers based on reading achievement and the relation of cognitive-linguistic variables to the subgroups. Learning Disability Quarterly, 44(3), 197–209. https://doi.org/10.1177/0731948720958140

Kulesz, P. A., Roberts, G. J., Francis, D. J., Cirino, P., Walczak, M., & Vaughn, S. (2024). Latent profiles as predictors of response to instruction for students with reading difficulties. Journal of Educational Psychology, 116(3), 363–376. https://doi.org/10.1037/edu0000832

Macdonald, K. T., Barnes, M. A., Miciak, J., Roberts, G., Halverson, K. K., Vaughn, S., & Cirino, P. T. (2021). Sustained attention and behavioral ratings of attention in struggling readers. Scientific Studies of Reading, 25(5), 436–451. https://doi.org/10.1080/10888438.2020.1826950

Magimairaj, B. M., Capin, P., Gillam, S. L., Vaughn, S., Roberts, G., Fall, A.-M., & Gillam, R. B. (2022). Online administration of the test of narrative language–second edition: Psychometrics and considerations for remote assessment. Language, Speech and Hearing Services in Schools, 53(2), 404–416. https://doi.org/10.1044/2021_LSHSS-21-00129

Martinez, L. R., Fishstrom, S., Vaughn, S., Capin, P., Carlson, C. D., Andress, T. T., & Francis, D. J. (2024). Supporting knowledge and language acquisition of secondary emergent bilinguals through social studies instruction. Reading Research Quarterly. Advance online publication. https://doi.org/10.1002/rrq.541

Murray, C. S., Stevens, E. A., & Vaughn, S. (2022). Teachers’ text use in middle school content-area classrooms. Reading and Writing, 35(1), 177–197. https://doi.org/10.1007/s11145-021-10177-y

Roberts, G., Clemens, N., Doabler, C. T., Vaughn, S., Almirall, D., & Nahum-Shani, I. (2021). Multitiered systems of support, adaptive interventions, and SMART designs. Exceptional Children, 88(1), 8–25. https://doi.org/10.1177/00144029211024141

Roberts, G. J., Vaughn, S., Roberts, G., & Miciak, J. (2021). Problem behaviors and response to reading intervention for upper elementary students with reading difficulties. Remedial and Special Education, 42(3), 169–181. https://doi.org/10.1177/0741932519865263

Roberts, G., Vaughn, S., Wanzek, J., Furman, G., Martinez, L., & Sargent, K. (2023). Promoting adolescents’ comprehension of text: A randomized control trial of its effectiveness. Journal of Educational Psychology, 115(5), 665–682. https://doi.org/10.1037/edu0000794

Scammacca, N., Swanson, E., Vaughn, S., & Roberts, G. (2020). Cost-effectiveness of a grade 8 intensive reading and content learning intervention. School Psychology Review, 49(4), 374–385. https://doi.org/10.1080/2372966X.2020.1760691

Solis, M., Reutebuch, C. K., Falcomata, T., Steinle, P. K., Miller, V. L., & Vaughn, S. (2021). Vocabulary and main idea reading intervention using text choice to improve content knowledge and reading comprehension of adolescents with autism spectrum disorder. Behavior Modification, 45(1), 66–98. https://doi.org/10.1177/0145445519853781

Solis, M., Reutebuch, C., Vaughn, S., & Jimenez, Z. (2022). Reading enhancements for students with autism spectrum disorder: A matched randomized pilot experimental study. Research in Autism Spectrum Disorders, 93, Article 101937. https://doi.org/10.1016/j.rasd.2022.101937

Steinle, P. K., Stevens, E., & Vaughn, S. (2022). Fluency interventions for struggling readers in grades 6 to 12: A research synthesis. Journal of Learning Disabilities, 55(1), 3–21. https://doi.org/10.1177/0022219421991249

Stevens, E. A., Austin, C., Moore, C., Scammacca, N., Boucher, A. N., & Vaughn, S. (2021). Current state of the evidence: Examining the effects of Orton-Gillingham reading interventions for students with or at risk for word-level reading disabilities. Exceptional Children, 87(4), 397–417. https://doi.org/10.1177/0014402921993406

Stevens, E. A., Capin, P., Stewart, A., Swanson, E., & Vaughn, S. (2023). Examining the type and direction of teacher feedback provided in fourth-grade classrooms to inform teacher preparation. The Elementary School Journal, 124(1), 109–128. https://doi.org/10.1086/725668

Stevens, E. A., Hall, C., & Vaughn, S. (2022). Language and reading comprehension for students with dyslexia: An introduction to the special issue. Annals of Dyslexia, 72(2), 197–203. https://doi.org/10.1007/s11881-022-00260-6

Stevens, E. A., Murray, C. S., Fishstrom, S., & Vaughn, S. (2020). Using question generation to improve reading comprehension for middle-grade students. Journal of Adolescent & Adult Literacy, 64(3), 311–322. https://doi.org/10.1002/jaal.1105

Stevens, E. A., Murray, C. S., Scammacca, N., Haager, D., & Vaughn, S. (2022). Middle school matters: Examining the effects of a schoolwide professional development model to improve reading comprehension. Reading and Writing, 35(8), 1839–1864. https://doi.org/10.1007/s11145-022-10271-9

Stevens, E. A., Stewart, A., Vaughn, S., Lee, Y. R., Scammacca, N., & Swanson, E. (2024). The effects of a tier 2 reading comprehension intervention aligned to tier 1 instruction for fourth graders with inattention and reading difficulties. Journal of School Psychology, 105, Article 101320. https://doi.org/10.1016/j.jsp.2024.101320

Stevens, E. A., & Vaughn, S. (2021). Using paraphrasing and text structure instruction to support main idea generation. Teaching Exceptional Children, 53(4), 300–308. https://doi.org/10.1177/0040059920958738

Stevens, E. A., Vaughn, S., House, L., & Stillman-Spisak, S. (2020). The effects of a paraphrasing and text structure intervention on the main idea generation and reading comprehension of students with reading disabilities in grades 4 and 5. Scientific Studies of Reading, 24(5), 365–379. https://doi.org/10.1080/10888438.2019.1684925

Stevens, E. A., Vaughn, S., Swanson, E., & Scammacca, N. (2020). Examining the effects of a tier 2 reading comprehension intervention aligned to tier 1 instruction for fourth-grade struggling readers. Exceptional Children, 86(4), 430–448. https://doi.org/10.1177/0014402919893710

Stewart, A. A., Vaughn, S., Scammacca, N., & Swanson, E. A. (2023). Evidence-based reading instruction for students with inattention: A pilot study. Remedial and Special Education, 44(4), 294–307. https://doi.org/10.1177/07419325221117292

Swanson, E., Stewart, A. A., Stevens, E. A., Scammacca, N. K., Capin, P., Bhat, B. H., Roberts, G., & Vaughn, S. (2024). The efficacy of two models of professional development mediated by fidelity on fourth grade student reading outcomes. Journal of Research on Educational Effectiveness, 17(2), 288–317. https://doi.org/10.1080/19345747.2023.2181897

Swanson, E., Vaughn, S., Fall, A.-M., Stevens, E. A., Stewart, A. A., Capin, P., & Roberts, G. (2021). The differential efficacy of a professional development model on reading outcomes for students with and without disabilities. Exceptional Children, 87(4), 497–516. https://doi.org/10.1177/00144029211007149

Vaughn, S., Alsolami, A., & Swanson, E. (2023). Differentiating instruction for students who are blind and with low vision. Teaching Exceptional Children, 55(4), 244–250. https://doi.org/10.1177/00400599221113003

Vaughn, S., & Barnes, M. A. (2023). Reading comprehension for students with reading disabilities: Progress and challenges. Learning and Individual Differences, 102, Article 102258. https://doi.org/10.1016/j.lindif.2023.102258

Vaughn, S., Capin, P., Scammacca, N., Roberts, G., Cirino, P., & Fletcher, J. M. (2020). The critical role of word reading as a predictor of response to intervention. Journal of Learning Disabilities, 53(6), 415–427. https://doi.org/10.1177/0022219419891412

Vaughn, S., & Edmonds, R. Z. (2022). Twice exceptional: English learners with learning disorders. Learning Disabilities Research and Practice, 37(3), 156–157. https://doi.org/10.1111/ldrp.12289

Vaughn, S., & Fletcher, J. M. (2023). Helping children with significant reading problems. American Educator, 47(3), 34. 

Vaughn, S., & Fletcher, J. M. (2021). Identifying and teaching students with significant reading problems. American Educator, 44(4), 4-40.

Vaughn, S., Grills, A. E., Capin, P., Roberts, G., Fall, A.-M., & Daniel, J. (2022). Examining the effects of integrating anxiety management instruction within a reading intervention for upper elementary students with reading difficulties. Journal of Learning Disabilities, 55(5), 408–426. https://doi.org/10.1177/00222194211053225

Vaughn, S., Martinez, L., Williams, K. J., Miciak, J., Fall, A.-M., & Roberts, G. (2022). Effects of a reading intervention and a mentoring intervention for ninth-grade English learners with reading difficulties. Journal of Research on Educational Effectiveness, 15(3), 558–583. https://doi.org/10.1080/19345747.2021.2009071

Vaughn, S., Swanson, E., Fall, A.-M., Roberts, G., Capin, P., Stevens, E. A., & Stewart, A. A. (2022). The efficacy of comprehension and vocabulary focused professional development on English learners’ literacy. Journal of Educational Psychology, 114(2), 257–272. https://doi.org/10.1037/edu0000684

Vaughn, S., & Wanzek, J. (2024). Promoting adolescents’ comprehension of text: Efficacy and effectiveness. Remedial and Special Education, 45(1), 58–67. https://doi.org/10.1177/07419325231190805

Wang, H.-H., Swanson, E., & Vaughn, S. (2023). Understanding the role of academic vocabulary in content acquisition for middle school students with and without disabilities. The Journal of Special Education, 57(1), 3–12. https://doi.org/10.1177/00224669221097944

Wexler, J., Swanson, E., Kurz, L. A., Shelton, A., & Vaughn, S. (2020). Enhancing reading comprehension in middle school classrooms using a critical reading routine. Intervention in School and Clinic, 55(4), 203–213. https://doi.org/10.1177/1053451219855738

Williams, K. J., Martinez, L. R., Fall, A.-M., Miciak, J., & Vaughn, S. (2023). Student engagement among high school English learners with reading comprehension difficulties. School Psychology Review, 52(1), 38–56. https://doi.org/10.1080/2372966X.2020.1868948

Williams, K. J., & Vaughn, S. (2020). Effects of an intensive reading intervention for ninth-grade English learners with learning disabilities. Learning Disability Quarterly, 43(3), 154–166. https://doi.org/10.1177/0731948719851745