Introduction     

Sharon R. Vaughn  Christopher J. Lonigan  Carol McDonald Connor 《Journal of research on educational effectiveness》2016,9(2):151-152

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A synthesis of research on effective interventions for building reading fluency with elementary students with learning disabilities     

Chard DJ  Vaughn S  Tyler BJ 《Journal of learning disabilities》2002,35(5):386-406

Fluent reading, often defined as speed and accuracy, is an important skill for all readers to develop. Students with learning disabilities (LD) often struggle to read fluently, leading to difficulties in reading comprehension. Despite recent attention to reading fluency and ways to improve fluency, it is not clear which features of interventions that are designed to enhance fluency are beneficial for the most struggling readers. The purpose of this study is to synthesize research on interventions that are designed primarily to build reading fluency for students with LD. The search yielded 24 published and unpublished studies that reported findings on intervention features, including repeated reading with and without a model, sustained reading, number of repetitions, text difficulty, and specific improvement criteria. Our findings suggest that effective interventions for building fluency include an explicit model of fluent reading, multiple opportunities to repeatedly read familiar text independently and with corrective feedback, and established performance criteria for increasing text difficulty.  相似文献   

Response to varying amounts of time in reading intervention for students with low response to intervention     

Wanzek J  Vaughn S 《Journal of learning disabilities》2008,41(2):126-142

Two studies examined response to varying amounts of time in reading intervention for two cohorts of first-grade students demonstrating low levels of reading after previous intervention. Students were assigned to one of three groups that received (a) a single dose of intervention, (b) a double dose of intervention, or (c) no intervention. Examination of individual student response to intervention indicated that more students in the treatment groups demonstrated accelerated learning over time than students in the comparison condition. Students' responses to the single-dose and double-dose interventions were similar over time. Students in all conditions demonstrated particular difficulties with gains in reading fluency. Implications for future research and practice within response to intervention models are provided.  相似文献   

Social-emotional adaptation and infant-mother attachment in siblings: role of the mother in cross-sibling consistency     

M J Ward  B E Vaughn  M D Robb 《Child development》1988,59(3):643-651

We investigated concordance in social-emotional behavior and attachment of first- and secondborn siblings from 65 families. Both children were seen at 24 months in a problem-solving procedure and at 12 months in the Strange Situation. Maternal behavior at 24 months also was examined. Child behaviors at 24 months showed trends toward concordance across siblings. Maternal behavior was significantly stable across siblings and correlated significantly with child competence. In post-hoc analyses, the sample was split into 2 groups: maternal behavior stable (N = 36) and maternal behavior unstable. In the first group, cross-sibling correlations were significant and larger than for the whole sample; in the second group, cross-sibling correlations were low and nonsignificant. There also was significant concordance across siblings in attachment classification. These data suggest that it is essential to consider the care received by different children in investigating similarities in siblings' behavior.  相似文献   

Predicting reading success in a multilevel schoolwide reading model: a retrospective analysis     

Chard DJ  Stoolmiller M  Harn BA  Wanzek J  Vaughn S  Linan-Thompson S  Kame'enui EJ 《Journal of learning disabilities》2008,41(2):174-188

Despite recent research findings that implicate a long list of student variables that predict reading success or failure, these predictor variables have not been considered in the context of contemporary models of multitiered schoolwide reading intervention. This longitudinal, retrospective study follows 668 kindergarten and first-grade students identified as at risk for later reading difficulties through third grade. Key predictor variables were examined to determine their validity for predicting initial status and growth on oral reading fluency, third-grade oral reading fluency, and third-grade performance on a standardized test of reading. Results are provided in light of the instructional model provided. Implications for instruction and assessment are discussed.  相似文献   

Academic Administrators’ Beliefs About Diversity     

Jared Russell  Samuel R. Hodge  Anna Marie Frank  Michelle Vaughn 《Quest (Human Kinetics)》2019,71(1):66-89

As our nation and society becomes more racially and ethnically diverse, college campuses are experiencing a dynamic shift in the student demographic on campus as well. Purposes of the study were to: (a) analyze the beliefs of kinesiology academic unit leaders (i.e., chairs, directors, heads) regarding faculty and student diversity within their programs and departments and (b) inquire about strategic goals for faculty and student diversification within their programs and departments. The participants were 68 administrators (43 men, 25 women) and all current members of the American Kinesiology Association (AKA) as of 2015. Thematic content data analysis of the open-ended probes exposed the recurrent themes: (a) advocacy, motives, and actions; (b) diversity identified, but rarely defined; and (c) history, status, and outlook. Implications of the findings are that issues associated with diversity in kinesiology programs and departments should be addressed with vigor and progressive actions.  相似文献   

Examining vocabulary,reading comprehension,and content knowledge instruction during fourth grade social studies teaching     

Capin  Philip  Stevens  Elizabeth A.  Stewart  Alicia A.  Swanson  Elizabeth  Vaughn  Sharon 《Reading and writing》2021,34(5):1143-1170

Reading and Writing - Teaching vocabulary and reading comprehension during social studies instruction is critical for reading development and the acquisition of content knowledge. This study...  相似文献   

Management,politics, and science: a nonseparable system     

L.Vaughn Blankenship 《Research Policy》1974,3(3):244-257

Philosophy of science, as understood by most social scientists, has given us an image of the scientific enterprise as a large hypothesis testing machine. One key unit within this enterprise is the individual scientist. He has learned or intuitively understands a set of logical rules which he brings to bear in ordering his thinking about a problem. Since he was pictured as operating within an unconstrained environment in an organizationally and morally simplistic world, his goal (scientific ‘truth’) was unambiguous, the organization and conduct of his work frictionless, and his only concerns were logic and measurements. Management and politics had no relationship to his pursuit of truth or the possibility of uncovering it. The other key unit, the scientific community, was equally autonomous from the world of management and politics. It was a social system in which problem definitions and decisions on truth are the joint result of open interaction among autonomous, rational, driven men and the impersonal automatic, application of the rules of evidence and logic.What guaranteed that this marvellous hypothesis testing machine actually operated in this fashion? The character and socialization of the individual scientist and the fact that interference in or imperfections of the process will result in erroneous truths which will eventually catch up with the perpetrators and punish them through individual, system, or societal failure, as in the inexorable workings of the market place of classical economics.If this was ever a very accurate picture of the scientific enterprise, the emergence of ‘Big Science’ has placed its adequacy seriously in doubt. ‘Big Science’ involves a research system in which (a) a consciously articulated goal exists; (b) there has been a commitment of resources and the organization and coordination of skills and institutions on a scale which only national governments can undertake; (c) the decentralized structures of the scientific community are replaced by planned administrative structures; and (d) it is rare that research problems or goals correspond to the neat disciplinary boundaries within science.Recognition of these developments in the scientific community is uneven and the reaction to them ambivalent and the philosophy and sociology of science have yet to come fully to terms with them.  相似文献   

Reading interventions for struggling readers in the upper elementary grades: a synthesis of 20 years of research   总被引：1，自引：0，他引：1  

Wanzek J  Wexler J  Vaughn S  Ciullo S 《Reading and writing》2010,23(8):889-912

A synthesis of the extant research on reading interventions for students with reading difficulties and disabilities in fourth and fifth grade (ages 9–11) is presented. Thirteen studies with treatment/comparison study designs and eleven single group or single subject studies were located and synthesized. Findings from the 24 studies revealed high effects for comprehension interventions on researcher-developed comprehension measures. Word recognition interventions yielded small to moderate effects on a range of reading outcomes. Few studies were located implementing vocabulary and multi-component interventions.  相似文献   

An observation study of reading instruction provided to elementary students with learning disabilities in the resource room     

Elizabeth A. Swanson  Sharon Vaughn 《Psychology in the schools》2010,47(5):481-492

This study documents the amount and quality of reading instruction provided to second‐ through fifth‐grade students with learning disabilities provided resource‐room services. Reading instruction provided by 10 special education resource‐room teachers was observed. Findings reveal that teachers and students were on task during instructional time that included phonological awareness, word study, comprehension, reading fluency, and vocabulary instruction of average to high average quality. Although class size was small overall, whole‐group instructional delivery was most common. Students made statistically significant gains in oral reading fluency but did not increase their standard scores on measures of comprehension or word reading. © 2010 Wiley Periodicals, Inc.  相似文献