Showing results (1-10 of 161) with videos related to
Sort By:
Pageof 17
New Directions for Child and Adolescent Development|December 7, 2016
Implementation of a Text-Based Content Intervention in Secondary Social Studies ClassesJeanne Wanzek, Sharon VaughnJournal of Learning Disabilities|March 22, 2008
Response to varying amounts of time in reading intervention for students with low response to interventionJeanne Wanzek, Sharon VaughnLearning Disabilities Research & Practice : a Publication of the Division for Learning Disabilities, Council for Exceptional Children|June 10, 2014
Intensive Interventions in Reading for Students with Reading Disabilities: Meaningful ImpactsSharon Vaughn, Jeanne WanzekReading and Writing|November 13, 2010
Reading interventions for struggling readers in the upper elementary grades: a synthesis of 20 years of researchJeanne Wanzek, Jade Wexler, Sharon Vaughn, et al.Journal of Learning Disabilities|October 21, 2004
Graphic organizers and their effects on the reading comprehension of students with LD: a synthesis of researchAe-Hwa Kim, Sharon Vaughn, Jeanne Wanzek, et al.Educational Psychology Review|June 22, 2019
Examining How Treatment Fidelity Is Supported, Measured, and Reported in K-3 Reading Intervention ResearchPhilip Capin, Melodee A Walker, Sharon Vaughn, et al.Exceptional Children|April 10, 2012
Efficacy of a Reading Intervention for Middle School Students Identified with Learning DisabilitiesJeanne Wanzek, Sharon Vaughn, Greg Roberts, et al.Journal of Learning Disabilities|January 7, 2016
A Synthesis of Reading and Spelling Interventions and Their Effects on Spelling Outcomes for Students With Learning DisabilitiesKelly J Williams, Melodee A Walker, Sharon Vaughn, et al.Educational Psychology Review|September 6, 2016
Meta-Analyses of the Effects of Tier 2 Type Reading Interventions in Grades K-3Jeanne Wanzek, Sharon Vaughn, Nancy Scammacca, et al.Journal of Learning Disabilities|December 15, 2006
A synthesis of spelling and reading interventions and their effects on the spelling outcomes of students with LDJeanne Wanzek, Sharon Vaughn, Jade Wexler, et al.Pageof 17