The Underlying Message in LD Intervention Research: Findings from Research Syntheses

By S. Vaughn, R. Gersten, David J. Chard. 2000

424 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/cc2737e3a62159f253c9d8928d3995999ca19cc5

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In Developmental and Educational Psychology

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Citations in the corpus

Effects of a Supplemental Vocabulary Intervention on the Word Knowledge of Kindergarten Students at Risk for Language and Literacy Difficulties (2010, background): “Research suggests that students who are identiﬁed as at risk for language and literacy difﬁculties based on screening measures beneﬁt from supplemental intervention at the Tier 2 level (Mathes et al., 2005; Vaughn, Gersten, & Chard, 2000; Vellutino, Scanlon, Small, & Fanuele, 2006).”
Reading Comprehension in Adolescents with LD: What We Know; What We Need to Learn (2008, background): “Intervention research has used self-questioning strategies to access relevant background knowledge prior to reading (Vaughn et al., 2000).”
Vocabulary Intervention for Kindergarten Students: Comparing Extended Instruction to Embedded Instruction and Incidental Exposure (2007, methodology): “The development of the intervention was also informed by the extensive literature investigating instructional practices for students with learning disabilities and students at risk for academic failure (Coyne, Kame'enui, & Carnine, in press; Gersten, 1998; Swanson & Hoskyn, 1998; Vaughn et al., 2000”
Higher-Order Comprehension Processes in Struggling Readers: A Perspective for Research and Intervention (2007, neutral): “Indeed, close inspections of effective interventions (Cain & Oakhill, 1999; Gersten et al., 2001; Mastropieri & Scruggs, 1997; Vaughn, Gersten, & Chard, 2000) indicate that they often are comprised of various activities designed to help students allocate attention selectively to particular aspects…”
Explicit Instruction: Historical and Contemporary Contexts (2017, neutral): “…with LD in the areas of math, reading, and writing (e.g., Christenson et al., 1989; Gersten, 1998; Graham & Harris, 2009; Graham, McKeown, Kiuhara, & Harris, 2012; Kroesbergen & Van Luit, 2003; Mastropieri, Scruggs, Bakken, & Whedon, 1996; Solis et al., 2012; Swanson, 2001; Vaughn et al., 2000).”
Collaborative Strategic Reading (2004, neutral): “Vaughn, Gersten, and Chard (2000) described these as (a) making instruction visible and explicit, (b) implementing procedural facilitators or strategies to facilitate learning, (c) using interactive groups or partners, (d) providing opportunities for interactive dialogue between students and…”
Research on Peer-Assisted Learning Strategies: The Promise and Limitations of Peer-Mediated Instruction (2006, background): “…1991; Fuchs et al., 2001a; Torgesen et al., 1997), math (e.g., Engelmann & Carnine, 1982; Marsh & Cooke, 1996; Peterson et al., 1988; Slavin et al., 1984), writing (e.g., Graham et al., 1991; Vaughn et al., 2000), and the content areas (e.g., Good & Brophy, 1994; Pearson & Johnson, 1978).”
Individualized Course–Specific Strategy Instruction for College Students with Learning Disabilities and ADHD: Lessons Learned from a Model Demonstration Project (2005, background): “…instruction literature with secondary students (e.g., Clark, 2000; Deshler, Ellis, & Lenz, 1996; Lenz, Ellis, & Scanlon, 1996; Swanson, 1999; Vaughn et al., 2000) indicate that students must be able to both understand and independently apply learning strategies in order to beneﬁt from…”
Bringing Research–Based Practice in Reading Intervention to Scale (2003, background): “…effectiveness, collaborative professional development has been implemented, the instructional practices have been long lasting, and the school-level leadership has supported their use—results for implementation by teachers are mixed (Abbott, Walton, Tapia, & Greenwood, 1999; Vaughn et al., 2000).”