Sharon Gay Vaughn
Affiliations: | University of Arizona, Tucson, AZ |
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Publications
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| Fishstrom S, Capin P, Fall AM, et al. (2024) Understanding the relation between reading and anxiety among upper elementary students with reading difficulties. Annals of Dyslexia |
| Boucher AN, Bhat BH, Clemens NH, et al. (2023) Reading Interventions for Students in Grades 3-12 With Significant Word Reading Difficulties. Journal of Learning Disabilities. 222194231207556 |
| Capin P, Vaughn S, Gillam SL, et al. (2023) Evaluating the Efficacy of a Narrative Language Intervention for Bilingual Students. American Journal of Speech-Language Pathology. 1-22 |
| Chatzoglou E, Fishstrom S, Payne SB, et al. (2023) The footprint of the COVID-19 pandemic in reading performance of students in the U.S. with and without disabilities. Research in Developmental Disabilities. 140: 104585 |
| Vaughn S, Barnes MA. (2023) Reading Comprehension for Students With Reading Disabilities: Progress and Challenges. Learning and Individual Differences. 102 |
| Fishstrom S, Wang HH, Bhat BH, et al. (2022) A meta-analysis of the effects of academic interventions on academic achievement and academic anxiety outcomes in elementary school children. Journal of School Psychology. 92: 265-284 |
| Stevens EA, Hall C, Vaughn S. (2022) Language and reading comprehension for students with dyslexia: An introduction to the special issue. Annals of Dyslexia |
| Vaughn S, Fletcher J. (2022) Explicit Instruction as the Essential Tool for Executing the Science of Reading. The Reading League Journal. 2: 4-11 |
| Stevens EA, Murray CS, Scammacca N, et al. (2022) Middle school matters: examining the effects of a schoolwide professional development model to improve reading comprehension. Reading and Writing. 1-26 |
| Austin CR, Vaughn S, Clemens NH, et al. (2021) The Relative Effects of Instruction Linking Word Reading and Word Meaning Compared to Word Reading Instruction Alone on the Accuracy, Fluency, and Word Meaning Knowledge of 4th-5th Grade Students With Dyslexia. Scientific Studies of Reading : the Official Journal of the Society For the Scientific Study of Reading. 26: 204-222 |