Reading Instruction Grouping for Students with Reading Difficulties

By S. Vaughn, Sylvia Linan-Thompson, K. Kouzekanani, Diane Pedrotty Bryant, Shirley V. Dickson, Shelley A. Blozis. 2003

219 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/6b010c70123ba2d5dd03806b73d3ee0af1d4b366

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In Developmental and Educational Psychology

In Education

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Citations in the corpus

Organizing and Delivering Empirically Based Literacy Instruction to Incarcerated Youth (2005, background): “In today’s world, a basic level of reading proficiency is no longer sufficient for the demands of the workplace (Vaughn et al., 2003).”
The Effects of Tier 2 Mathematics Interventions for Students With Mathematics Difficulties: A Meta-Analysis (2020, result): “…not consistent with previous research on less intensive (Tier 2) reading interventions (Wanzek et al., 2016) and student response to reading interventions conducted at the early- or upper-elementary levels, which found no moderating effects for group size (Tran et al., 2011; Vaughn et al., 2003).”
Adding Immediate Feedback to Explicit Timing: An Option for Enhancing Treatment Intensity to Improve Mathematics Fluency (2015, background): “2009), reducing group size (Vaughn et al. 2003), reducing set size (Duhon et al.”
A Meta-Analytic Review of the Relations Between Motivation and Reading Achievement for K–12 Students (2020, background): “By the third grade, word reading instruction is not often provided (Vaughn et al., 2003) and the primary instructional goal of language arts teachers is to improve students’ ability to gain knowledge from text (e.”
Educational Programs for Elementary Students with Learning Disabilities: Can They be Both Effective and Inclusive? (2011, background): “In sum, similar conclusions were reached across this research (Allington & McGill Franzen, 1989a,b; McGill-Franzen & Allington, 1990, 1991; Moody et al., 2000; Swanson, 2008; Vaughn et al., 2001; Vaughn et al., 2002; Vaughn et al., 2003; Vaughn et al., 1998).”
Extensive Reading Interventions for Students With Reading Difficulties After Grade 3 (2013, background): “Although instructional group size is often noted as an important intervention variable for early elementary students (Elbaum et al., 2000; Vaughn et al., 2003; Wanzek & Vaughn, 2007), this synthesis did not find support for instructional group size as a significant moderator of effects for students…”
The Effectiveness of Reading Interventions for English Learners (2016, background): “Research has indicated that reasonably homogeneous small groups are often effective for delivering instruction, particularly for students at risk or with learning disabilities (Ehri et al., 2001; Elbaum, Vaughn, Hughes, & Moody, 1999; Vaughn et al., 2003).”
A Meta–Analysis of Empirical Research on Teaching Students with Mathematics Learning Difficulties (2016, result): “…group instruction were effective, and these ﬁndings were consistent with earlier work in the area of reading, which found no signiﬁcant difference in students’ performance when they were in either one-to-one groups or groups of two to three (Iversen, Tunmer, & Chapman, 2005; Vaughn et al. 2003).”