Response to Early Reading Intervention Examining Higher and Lower Responders

By S. Vaughn, Jeanne Wanzek, Christy S. Murray, Nancy Scammacca, Sylvia Linan-Thompson, Althea L. Woodruff. 2009

156 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/822692eab2ea7e43128e99e437c17c2aac2f6240

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Nathan D. Jones
2. Chuang Wang
3. Mary T. Brownell

In Education

1. Nathan D. Jones
2. A. Violette
3. B. Algozzine
4. Chuang Wang
5. Mary T. Brownell

In Statistics and Probability

1. Nathan D. Jones
2. Mary T. Brownell

Citations in the corpus

• Examining the Use of Classroom Observations in the Evaluation of Special Education Teachers (2014, background): “Explicitness has been a defining feature of many studies of effective teaching for students with disabilities (Brownell, Sindelar, et al., 2010; Gersten, Baker, Haager, & Graves, 2005; Vaughn et al., 2000; Vaughn et al., 2009; Wanzek, Vaughn, Roberts, & Fletcher, 2011).”
• Reexamining the Relationship Between Academic Achievement and Social Behavior (2011, background): “…achieving an end-of-second-grade benchmark goal of ORF greater than 90 is only 10% for those scoring below 27 on ORF at the beginning of second grade, Vaughn et al. (2009) selected ORF scores below 27 in the fall of second grade as their criterion for identifying students “most at risk” (p. 170).”