Teaching English Language Learners at Risk for Reading Disabilities to Read: Putting Research into Practice

By S. Vaughn, Patricia G. Mathes, Sylvia Linan-Thompson, D. Francis. 2005

113 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/cdd7b20e9b2720c14a97d6030785d256dc888d73

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. Jennifer Longstaff
2. Debra M. Kamps
3. S. Kung
4. Carmen Arreaga-Mayer
5. C. Greenwood
6. Mary I. Abbott
7. M. Cao
8. Howard P. Wills

In Education

1. S. Kung
2. M. Cao
3. Kristen L. McMaster
4. Insoo Han
5. Michael J. Vavrus

In Safety Research

1. Kristen L. McMaster

Citations in the corpus

• Use of Evidence-Based, Small-Group Reading Instruction for English Language Learners in Elementary Grades: Secondary-Tier Intervention (2007, background): “Haager and Windmueller (2001) and others (e.g., Torgesen, 2000; Torgesen et al., 2001; Vaughn et al., 2005) reported that such a process may require long-term intervention.”
• Peer-Assisted Learning Strategies: A “Tier 1” Approach to Promoting English Learners' Response to Intervention (2008, background): “Vaughn and colleagues have also incorporated explicit oral language and vocabulary activities (see Vaughn et al., 2005).”