Publications

The following is a list of published research conducted prior to 2006 by the principal investigators of the Texas Center for Learning Disabilities (TCLD) that related to learning disabilities or responsiveness to intervention. This list is presented in APA format, alphabetically by first author’s surname.

Click on the links below to jump to articles with that principal investigator listed as the first author.

Jack Fletcher | David Francis | Carolyn Denton | Sharon Vaughn | Andrew Papanicolaou

Anderson, G. M., Dover, M. A., Yang, B., Holahan, J. M., Shaywitz, S. E., Marchione, K. E., Hall, L. M., Fletcher, J. M., et al. (2000). Adrenomedullary function during cognitive testing in attention-deficit/hyperactivity disorder. Journal of American Academy of Child and Adolescent Psychiatry, 39, 635–643.
Baldwin, R. S., & Vaughn, S. (1989). Why Siegel’s arguments are irrelevant to the definition of learning disabilities. Journal of Learning Disabilities, 22(8), 513–520.
Baldwin, R. S., & Vaughn, S. (1993). Response to Ridgeway, Dunston, & Qian: On methodological rigor: Has rigor mortis set in? Reading Research Quarterly, 28(4), 354–355.
Billingsley, R. B., Simos, P. G., Castillo, E. M., Maestu, F., Sarkari, S., Breier, J. I., & Papanicolaou, A. C. (2003). Functional brain imaging of language: Criteria for scientific merit and supporting data from magnetic source imaging. Journal of Neurolinguistics, 16, 255–275.
Billingsley, R. L., Simos, P. G., Castillo, E. M., Sarkari, S., Breier, J. I., Pataraia, E., & Papanicolaou, A. C. (in press). Spatio-temporal cortical dynamics of phonemic and semantic fluency. Journal of Clinical and Experimental Neuropsychology.
Billingsley, R. L., Simos, P. G., & Papanicolaou, A. C. (2004). Reliability and validity of functional neuroimaging techniques for identifying language-critical areas in children and adults. Developmental Neuropsychology, 26, 541–563.
Blachman, B. A., Schatschneider, C., Fletcher, J. M., & Clonan, S. M. (2004). Early reading intervention: A classroom prevention study and a remediation study. In B. Foorman (Ed.), Preventing and remediating reading difficulties: Bringing science to scale (pp. 253–271). Timonium, MD: York.
Blachman, B. A., Schatschneider, C., Fletcher, J. M., Francis, D. J., Clonan, S., Shaywitz, B., et al. (2004). Effects of intensive reading remediation for second and third graders. Journal of Educational Psychology, 96, 444–461.
Bloom, D. R. & Fletcher, J. M. (1996). Neuropsychological evaluation. In F.R. Brown III, E. Aylward, & B. K. Keogh (Eds.), Diagnosis and management of learning disabilities: An interdisciplinary/lifespan approach (pp. 61–83). San Diego: Singular Publishing Group.
Bos, C. S., & Vaughn, S. (1998). Samuel Kirk’s legacy to teaching reading: The past speaks to the present. Learning Disabilities Research and Practice, 13(1), 22–28.
Bos, C. S., & Vaughn, S. (2001). Strategies for teaching students with learning and behavior problems (5th ed.). Boston: Allyn & Bacon.
Bos, C. S., Coleman, M., & Vaughn, S. (2002). Reading and students with E/BD: What do we know and recommend? In K. L. Lane, F. M. Gresham, & T. E. O’Shaughnessy (Eds.), Interventions for children with or at risk for emotional and behavioral disorders (pp. 87–103). Boston: Allyn & Bacon.
Bos, C. S., Weller, C., & Vaughn, S. R. (1985). At the crossroads: Issues in assessment of the learning disabled. Diagnostique, 10, 98–114.
Breier, J. I., Fletcher, J. M., Denton, C., & Gray, L. C. (2004). Categorical perception of speech stimuli in children at risk for reading difficulty. Journal of Experimental Child Psychology, 88, 152–170.
Breier, J. I., Fletcher, J. M., Foorman, B. R., Klaas, P., & Gray, L. C. (2002). Perception of speech and nonspeech stimuli by children with and without reading disability and attention deficit hyperactivity disorder. Journal of Experimental Child Psychology, 82, 226–250.
Breier, J. I., Fletcher, J. M., Foorman, B. R., Klaas, P., & Gray, L. C. (2003). Auditory temporal processing in children with specific reading disability with and without attention deficit/hyperactivity disorder. Journal of Speech, Language, and Hearing Research, 46, 31–42.
Breier, J. I., Gray, L., Fletcher, J. M., Diehl, R. L, Klaas, P., Foorman, B. R., et al. (2001). Perception of voice and tone onset time continua in children with dyslexia with and without attention deficit/hyperactivity disorder. Journal of Experimental Child Psychology, 80, 245–270.
Breier, J. I., Gray, L., Fletcher, J. M., Diehl, R. L., Klaas, P., Foorman, B. R., et al. (2003). Perception of voice and tone onset time continua in children with dyslexia with and without attention deficit/hyperactivity disorder. Journal of Experimental Child Psychology, 80, 245–270.
Breier, J. I., Gray, L. C., Klaas, P., Fletcher, J. M., & Foorman, B. R. (2002). Disassociation of sensitivity and response bias in children with ADHD during central auditory masking. Neuropsychology, 16, 28–34.
Breier, J. I., Simos, P. G., Fletcher, J. M., Castillo, E. M., Zhang, W., & Papanicolaou, A. C. (2003). Abnormal activation of temporoparietal language areas during phonetic analysis in children with dyslexia. Neuropsychology, 17, 610–621.
Breier, J. I., Simos, P. G., Zouridakis, G., & Papanicolaou, A. C. (1999). Temporal course of regional activation associated with phonological decoding. Journal of Clinical and Experimental Neuropsychology, 21, 465–476.
Bryant, D. P., Patton, J. R., & Vaughn, S. (2000). Step-by-step guide for including students with disabilities in state and districtwide assessment. Austin, TX: Pro-Ed.
Bryant, D. P., Vaughn, S., Linan-Thompson, S., Ugel, N., & Hamff, A. (2000). Reading outcomes for students with and without learning disabilities in general education middle school content area classes. Learning Disability Quarterly, 23(3), 24–38.
Cavanaugh, C. L., Kim, A., Wanzek, J., & Vaughn, S. (2004). Kindergarten reading interventions for at-risk students: Twenty years of research. Learning Disabilities: A Contemporary Journal, 2(1), 9–21.
Chard, D. J., Vaughn, S., & Tyler, B. (2002). A synthesis of research on effective intervention for building reading fluency with elementary students with learning disabilities. Journal of Learning Disabilities, 35(5), 386–406.
Chard, D. J., Vaughn, S., Tyler, B., & Sloan, K. (2000). Building a school-wide model for preventing reading difficulties. Australasian Journal of Special Education, 24(1) 32–46.
Coben, S., & Vaughn, S. (1994). Gifted students with learning disabilities: What does the research say? Learning Disabilities: A Multidisciplinary Journal, 5(2), 87–94.
Coleman, M., & Vaughn, S. (2000). Reading interventions with students with emotional and behavioral disorders: A review with implications for research and practice. Behavioral Disorders, 25(2), 93–104.
Daniels, V. I., & Vaughn, S. (1999). A tool to encourage “best practice” in full inclusion. Teaching Exceptional Children, 31(30), 48–55.
Denton, C.A., Anthony, J.L., Parker, R., & Hasbrouck, J.E. (2004). The effects of two tutoring programs on the English reading development of Spanish-English bilingual students. Elementary School Journal, 104, 289-305.
Denton, C. A., & Fletcher, J. M. (2004). Scaling reading interventions. In B. Foorman (Ed.), Preventing and remediating reading difficulties: Bringing science to scale (pp. 445–464). Timonium, MD: York.
Denton, C. A., Vaughn, S., & Fletcher, J. M. (2003). Bringing research-based practice to scale. Learning Disabilities Research and Practice, 18(3), 201–211.
Elbaum, B., Schumm, J. S., & Vaughn, S. (1997). Urban middle-elementary students’ perceptions of grouping formats for reading instruction. Elementary School Journal, 97(5), 475–500.
Elbaum, B. & Vaughn, S. (2001). School-based interventions to enhance the self-concept of students with learning disabilities: A meta-analysis. Elementary School Journal, 101(3), 303–329.
Elbaum, B., & Vaughn, S. (2003). For which students with learning disabilities are self-concept interventions effective? Journal of Learning Disabilities, 36(2), 101–108.
Elbaum, B., Vaughn, S., Hughes, M. T., & Moody, S. W. (1999). Grouping practices and reading outcomes for students with disabilities. Exceptional Children, 65(3), 399–415.
Elbaum, B., Vaughn, S., Hughes, M. T., & Moody, S. W. (2000). How effective are one-to-one tutoring programs in reading for elementary students at risk for reading failure? Journal of Educational Psychology, 92(4), 605–619.
Elbaum, B., Vaughn, S., Hughes, M., Moody, S. W., & Schumm, J. S. (2000). How reading outcomes of students with disabilities are related to instructional grouping formats: A meta-analytic review. In R. Gersten, E. Schiller, & S. Vaughn (Eds.), Contemporary special education research (pp. 105–135). Mahwah, NJ: Erlbaum.
Fletcher, J. M. (1981). Linguistic factors in reading acquisition: Evidence for developmental changes. In F. J. Pirozzolo & M. D. Wittrock (Eds.), Neuropsychological and cognitive processes in reading (pp. 274–294). New York: Academic.
Fletcher, J. M. (1985). External validation of learning disability typologies. In B. P. Rourke (Ed.), Neuropsychology of learning disabilities: Essentials of subtype analysis (pp. 187–211). New York: Guilford.
Fletcher, J. M. (1985). Memory for verbal and nonverbal stimuli in learning disability subgroups: Analysis by selective reminding. Journal of Experimental Child Psychology, 40, 244–259.
Fletcher, J. M. (1989). Nonverbal learning disabilities and suicide: Classification leads to prevention. Journal of Learning Disabilities, 22, 176–179.
Fletcher, J. M., Aram, D., Shaywitz, S. E., & Shaywitz, B. A. (2000). Learning, language, and attention disorders in children: Comorbidity, assessment, and intervention. In P. Aicardi, T. Blondis, B. Y. Whitman, & M. P. Stein (Eds.), Attention deficit and hyperactivity in children and adults (pp. 241–256). New York: Marcel Dekker.
Fletcher, J. M., Brookshire, B., Bohan, T. P., Brandt, M., & Davidson, K. (1995). Early hydrocephalus. In B. P. Rourke (Ed.), Syndrome of nonverbal learning disabilities: Neurodevelopmental manifestations (pp. 206–238). New York: Guilford.
Fletcher, J. M., Coulter, W. A., Reschly, D. J., & Vaughn, S. (2004). Alternative approaches to the definition and identification of learning disabilities: Some questions and answers. Annals of Dyslexia, 54, 304–331.
Fletcher, J. M., Denton, C. A., & Francis, D. J. (in press). Validity of alternative approaches for the identification of learning disability: Operationalizing unexpected underachievement. Journal of Learning Disability.
Fletcher, J. M., Espy, K. A., Francis, D. J., Davidson, K. C., Rourke, B. P., & Shaywitz, S. E. (1989). Comparisons of cut-off score and regression-based definitions of reading disabilities. Journal of Learning Disabilities, 22, 334–338.
Fletcher, J. M. & Foorman, B. R. (1994). Issues in definition and measurement of learning disabilities: The need for early intervention. In G. R. Lyon (Ed.), Frames of reference for assessment of learning disabilities: New views on measurement issues (pp. 185–200). Baltimore: Paul H. Brooks.
Fletcher, J.M., Foorman, B. R., Boudousquie, A. B., Barnes, M. A., Schatschneider, C., & Francis, D. J. (2002). Assessment of reading and learning disabilities: A research-based, intervention-oriented approach. Journal of School Psychology, 40, 27–63.
Fletcher, J. M., Foorman, B. R., Denton, C. A., & Vaughn, S. (in press). Scaling research on beginning reading: Consensus and conflict. In M. Constas and R. Sternberg (Eds.), Translating education theory and research into practice. Mahwah, NJ: Lawrence Erlbaum.
Fletcher, J. M., Foorman, B. R., Francis, D. J., Shaywitz, B. A., & Shaywitz, S. E. (1994). Treatment of dyslexia. In K. P. van den Bos, L. S. Siegel, D. J. Bakker, & D.L. Share (Eds.), Current directions in dyslexia research (pp. 223–233). Amsterdam: Swets.
Fletcher, J. M., Foorman, B. R., Shaywitz, S. E., & Shaywitz, B. A. (1999). Conceptual and methodological issues in dyslexia research: A lesson for developmental disorders. In H. Tager-Flusberg (Ed.), Neurodevelopmental disorders (pp. 271–306). Cambridge, MA: MIT.
Fletcher, J. M., Francis, D. J., Morris, R. D., & Lyon, G. R. (in press). Evidence-based assessment of learning disabilities in children and adolescents. Journal of Clinical Child and Adolescent Psychology.
Fletcher, J. M., Francis, D. J., Rourke, B. P., Shaywitz, B. A., & Shaywitz, S. E. (1993). Classification of learning disabilities: Relationships with other childhood disorders. In G. R. Lyon, D. Gray, J. Kavanagh, & N. Krasnegor (Eds.), Better understanding learning disabilities (pp. 27–55). New York: Paul H. Brookes.
Fletcher, J. M., Francis, D. J., Rourke, B. P., Shaywitz, S. E., & Shaywitz, B. A. (1992). Validity of discrepancy-based definitions of learning disabilities. Journal of Learning Disabilities, 25, 555–561.
Fletcher, J. M., Francis, D. J., Shaywitz, S. E., Lyon, G. R., Foorman, B. R., Stuebing, K. K., et al. (1998). Intelligent testing and the discrepancy model for children with learning disabilities. Learning Disabilities Research & Practice, 13, 186–203.
Fletcher, J. M., & Loveland, K. A. (1986). Neuropsychology of arithmetic disabilities in children. Focus, 8, 23–40.
Fletcher, J. M., & Lyon, G. R. (1998). Reading: A research-based approach. In W. Evers (Ed.), What’s gone wrong in America’s classrooms (pp. 49–90). Stanford, CA: Hoover Institution.
Fletcher, J. M., & Lyon, G. R. (in press). Learning disabilities. In B. Maria (Ed.), Current therapy in child neurology. Hamilton, Ontario: B.C. Decker.
Fletcher, J. M., Lyon, G. R., Barnes, M., Stuebing, K. K., Francis, D. J., Olson, R. K., et al. (2002). Classification of learning disabilities: An evidenced-based evaluation. In R. Bradley, L. Danielson, & D. P. Hallahan (Eds.), Identification of learning disabilities: Research to practice (pp. 185–250). Mahwah, NJ: Erlbaum.
Fletcher, J. M., & Morris, R. (1986). Classification of disabled learners: Beyond exclusionary definitions. In S. Ceci (Ed.), Handbook of cognitive, social, and neuropsychological aspects of learning disabilities (Vol. 1, pp. 55–80). New York: Lawrence Erlbaum.
Fletcher, J. M., Morris, R. D., & Francis, D. J. (1991). Methodological issues in the classification of attention-and-related disorders. Journal of Learning Disabilities, 24, 72–77.
Fletcher, J. M., Morris, R. D., & Lyon, G. R. (2003). Classification and definition of learning disabilities: An integrative perspective. In H. L. Swanson, K. R. Harris, & S. Graham (Eds.), Handbook of learning disabilities (pp. 30–56). New York: Guilford.
Fletcher, J. M., & Satz, P. (1979). Perceptual deficit hypothesis: A rejoinder to a reply. Journal of Learning Disabilities, 12, 168–171.
Fletcher, J. M., & Satz, P. (1979). Unitary deficit hypotheses of reading disabilities: Has Vellutino led us astray? Journal of Learning Disabilities, 12, 155–159.
Fletcher, J. M., & Satz, P. (1980). Developmental changes in the neuropsychological correlates of reading achievement: A six-year longitudinal follow-up. Journal of Clinical Neuropsychology, 2, 23–37.
Fletcher, J. M., & Satz, P. (1982). Kindergarten prediction of reading achievement: A seven-year follow-up. Educational and Psychological Measurement, 42, 681–685.
Fletcher, J. M., & Satz, P. (1984). Preschool prediction of reading failure. In M. Levine & P. Satz (Eds.), Middle childhood: Development and dysfunction (pp. 153–182). Baltimore: University Park.
Fletcher, J. M., & Satz, P. (1984). Teacher versus test-based predictions of reading achievement. Journal of Pediatric Psychology, 9, 193–203.
Fletcher, J. M., & Satz, P. (1985). Cluster analysis and the search for learning disability subtypes. In B. P. Rourke (Ed.), Neuropsychology of learning disabilities: Essentials of subtype analysis (pp. 40–64). New York: Guilford.
Fletcher, J. M., Satz, P., & Morris, R. (1984). The Florida Longitudinal Project: A review. In S. A. Mednick, M. Harway, & K. M. Finnello (Eds.), Handbook of longitudinal research (Vol. 1, pp. 280–304). New York: Praeger.
Fletcher, J. M., Satz, P., & Scholes, R. J. (1981). Developmental changes in the linguistic performance correlates of reading achievement. Brain and Language, 13, 78–90.
Fletcher, J. M., Schmidt, R. K., & Satz, P. (1979). Discriminant function strategies for the kindergarten prediction of reading disabilities. Journal of Clinical Neuropsychology, 1, 151–166.
Fletcher, J. M., & Shaywitz, B. A. (1997). Attention-deficit/hyperactivity disorder. In S. Cramer & W. Ellis (Eds.), Learning disabilities: Lifelong issues (pp. 265–276). Baltimore: Paul H. Brookes.
Fletcher, J. M., Shaywitz, S. E., Shankweiler, D. P., Katz, L., Liberman, I.Y., Stuebing, K.K., Francis, D.J., et al. (1994). Cognitive profiles of reading disability: Comparisons of discrepancy and low achievement definitions. Journal of Educational Psychology, 85, 1–18.
Fletcher, J. M., Shaywitz, S. E., & Shaywitz, B. A. (1999). Comorbidity of learning and attention disorders: Separate but equal. In A. M. Morgan (Ed.), Pediatric clinics of North America: Vols. 46(5). Attention-deficit/hyperactivity disorder (pp. 885–897). Philadelphia: W. B. Saunders.
Fletcher, J. M., Simos, P. G., Papanicolaou, A. C., & Denton, C. (2004). Neuroimaging in reading research. In N. Duke & M. Mallette (Eds.), Literacy research methods (pp. 252–286). New York: Guilford.
Fletcher, J. M., Stuebing, K. K., Shaywitz, B. A., Brandt, M. E., Francis, D. J., & Shaywitz, S. E. (1996). Measurement issues in the interpretation of behavior-brain relationships. In R. W. Thatcher, G. R. Lyon, J. Rumsey, & N. Krasnegor (Eds.), Developmental neuroimaging: Mapping the development of brain and behavior (pp. 255–262). San Diego: Academic.
Fletcher, J. M., Stuebing, K. K., Shaywitz, B. A., Shaywitz, S. E., Rourke, B. R., & Francis, D. J. (1994). The validity of the concept of dyslexia: Alternative approaches to definition and classification. In K. P. van den Bos, L. S. Siegel, D. J. Bakker, & D. L. Share (Eds.), Current directions in dyslexia research (pp. 31–43). Amsterdam: Swets.
Fletcher, J. M., Taylor, H. G., Morris, R., & Satz P. (1982). Finger recognition skills and reading achievement: A developmental neuropsychological analysis. Developmental Psychology, 18, 124–132.
Foorman, B. R., Breier, J. I., & Fletcher, J. M. (2003). Interventions aimed at improving reading success: An evidence-based approach. Developmental Neuropsychology, 24, 613–639.
Foorman, B. R., Chen, D. T., Carlson, C., Moats, L., Francis, D. J., & Fletcher, J. M. (2003). The necessity of the alphabetic principle to phonemic awareness instruction. Reading and Writing, 16, 289–324.
Foorman, B. R., Fletcher, J. M., & Francis, D. J. (1998). Preventing reading failure by ensuring effective reading instruction. In S. Patton and M. Holmes (Eds.), The keys to literacy (pp. 29–39). Washington, DC: Council for Basic Education.
Foorman, B. R., Fletcher, J. M., & Francis, D. J. (1999). Beginning reading is strategic and by design multi-level. Issues in Education, 5, 65–75.
Foorman, B. R., Fletcher, J. M., & Francis, D. J. (2004). Early reading assessment. In W. Evans and H. J. Walberg (Eds.), Student learning, evaluating teaching effectiveness (pp. 81–125). Stanford: Hoover.
Foorman, B. R., Francis, D. J., Beeler, T., Winikates, D., & Fletcher, J. M. (1997). Early interventions for children with reading problems: Study designs and preliminary findings. Learning Disabilities, 8, 63–71.
Foorman, B. R., Francis, D. J., Fletcher, J. M., & Lynn, A. (1996). Relation of phonological and orthographic processing to early reading: Comparing two approaches to regression-based, reading-level-match design. Journal of Educational Psychology, 14, 649–655.
Foorman, B. R., Francis, D. J., Fletcher, J. M., & Schatschneider, C. (2000). Misrepresentation of research by other researchers. Educational Researcher, 29, 27–37.
Foorman, B. R., Francis, D. J., Fletcher, J. M., Schatschneider, C., & Mehta, P. (1998). The role of instruction in learning to read: Preventing reading failure in at-risk children. Journal of Educational Psychology, 90, 37–55.
Foorman, B. R., Francis, D. J., Shaywitz, S. E., Shaywitz, B. A, & Fletcher, J. M. (1997). The case for early reading intervention. In B. Blachman (Ed.), Foundations of reading acquisition (pp. 243–264). Mahwah, NJ: Erlbaum.
Foorman, B. R., Francis, D. J., Winikates, D., Mehta, P., Schatschneider, C., & Fletcher, J. (1997). Early interventions for children with reading disabilities. Scientific Studies of Reading, 1, 255–276.
Forgan, J. W., & Vaughn, S. (2000). Adolescents with and without learning disabilities make the transition to middle school. Journal of Learning Disabilities, 33(1), 33–43.
Francis, D. J., Espy, K. A., Rourke, B. P., & Fletcher, J. M. (1991). Validity of intelligence test scores in the definition of learning disability: A critical analysis. In B. P. Rourke (Ed.), Validity issues in learning disabilities (pp. 12–40). New York: Guilford.
Francis, D. J., Fletcher, J. M., Catts, H., & Tomblin, B. (in press). Dimensions affecting the assessment of reading comprehension. In S. G. Paris & S. A. Stahl (Eds.), Current issues in reading comprehension and assessment. Mahwah, NJ: Lawrence Erlbaum Associates.
Francis, D. J., Fletcher, J. M., Maxwell, S., & Satz, P. (1989). A structural model for developmental changes in the determinants of reading achievement. Journal of Child Clinical Psychology, 18, 44–51.
Francis, D. J., Fletcher, J. M., & Rourke, B. P. (1988). Discriminant validity of lateral sensorimotor tests in children. Journal of Clinical and Experimental Neuropsychology, 10, 779–799.
Francis, D. J., Fletcher, J. M., Rourke, B. P., & York, M. (1992). A five-factor model for motor, psychomotor, and visual-spatial tests used in the neuropsychological assessment of children. Journal of Clinical and Experimental Neuropsychology, 14, 625–637.
Francis, D. J., Fletcher, J. M., Shaywitz, B. A., Shaywitz, S. E., & Rourke, B. P. (1996). Defining learning and language disabilities: Conceptual and psychometric issues with the use of IQ tests. Language, Speech, and Hearing Services in Schools, 27, 132–143.
Francis, D. J., Fletcher, J. M., Stuebing, K. K., Lyon, G. R., Shaywitz, B. A., & Shaywitz, S. E. (in press). Psychometric approaches to the identification of learning disabilities: IQ and achievement scores are not sufficient. Journal of Learning Disabilities.
Francis, D. J., Shaywitz, S. E., Stuebing, K. K., Shaywitz, B. A., & Fletcher, J. M. (1994). The measurement of change: Assessing behavior over time and within a developmental context. In G. R. Lyon (Ed.), Frames of reference for assessment of learning disabilities (pp. 29–58). Baltimore: Paul H. Brooks.
Francis, D. J., Shaywitz, S. E., Stuebing, K. K., Shaywitz, B. A., & Fletcher, J. M. (1996). Developmental lag versus deficit models of reading disability: A longitudinal, individual growth curves analysis. Journal of Educational Psychology, 88, 3–17.
Gallimore, R., Bernheimer, L. P., MacMillan, D. L., Speece, D. L., & Vaughn, S. (Eds.). (1999). Developmental perspective on children with high incidence disabilities. Mahwah, NJ: Erlbaum.
Gersten, R., Schiller, E. P., & Vaughn, S. (Eds.). (2000). Contemporary special education research. Mahwah, NJ: Erlbaum.
Gersten, R., & Vaughn, S. (2001). Meta-analyses in learning disabilities: Introduction to the special issue. Elementary School Journal, 101(3), 247–249.
Gersten, R., Vaughn, S., & Brengelman, S. U. (1996). Grading and academic feedback for special education students and students with learning difficulties. In T. R. Guskey (Ed.), Communicating student learning (pp. 47–57). Alexandria, VA: Association for Supervision and Curriculum Development.
Gersten, R., Vaughn, S., Deshler, D., & Schiller, E. (1997). What we know about using research findings: Implications for improving special education practice. Journal of Learning Disabilities, 30(5), 466–476.
Gersten, R., Vaughn, S., & Kim, A. (2004). Introduction: Special issue on sustainability. Remedial and Special Education, 25(1), 3–4.
Gordon, J., Vaughn, S., & Schumm, J. S. (1993). Spelling interventions: A review of literature and implications for instruction for students with learning disabilities. Learning Disabilities Research and Practice, 8(3), 175–181.
Gould, A., & Vaughn, S. (2000). Planning for the inclusive classroom: Meeting the needs of diverse learners. Catholic Education: A Journal of Inquiry and Practice, 3(3), 363–374.
Gray, L., Breier, J., Foorman, B., & Fletcher, J. M. (2002). Continuum of impulsiveness caused by auditory masking. International Journal of Pediatric Otorhinolaryngology, 66, 265–272.
Haager, D., Klingner, J. K., & Vaughn, S. (2001). Introduction to special issue. Learning Disability Quarterly, 24, 218–219.
Haager, D., & Vaughn, S. (1995). Parent, teacher, peer, and self-reports of the social competence of students with learning disabilities. Journal of Learning Disabilities, 28(4), 205–215.
Haager, D., & Vaughn, S. (1997). Assessment of social competence in students with learning disabilities. In J. Lloyd, E. Kameenui, & D. Chard (Eds.), Issues in educating students with disabilities (pp. 129–152). Mahwah, NJ: Erlbaum.
Hickman, P., Pollard-Durodola, S., & Vaughn, S. (2004). Storybook reading: Improving vocabulary and comprehension for English language learners. Reading Teacher, 57(8), 720–730.
Hogan, A. E., Quay, H. E., Vaughn, S., & Shapiro, S. K. (1989). Revised behavior problem checklist: Stability, prevalence, and incidence of behavior problems in kindergarten and first-grade children. Psychological Assessment: A Journal of Consulting and Clinical Psychology, 1(2), 103–111.
Hughes, M. T., Schumm, J. S., & Vaughn, S. (1996). Preparing for inclusion: Roles, responsibilities, and instructional practices. Thalamus, Journal of the International Academy for Research in Learning Disabilities, 12–22.
Hughes, M. T., Schumm, J. S., & Vaughn, S. (1999). Home literacy activities: Perceptions and practices of Hispanic parents of children with learning disabilities. Learning Disabilities Quarterly, 22, 224–235.
Hughes, M. T., Vaughn, S., & Schumm, J. S. (1996). Schools restructure their special education programs for high incidence disabilities: Issues and outcomes. Special Education Leadership Review, 3(1), 15–28.
Iovino, I., Fletcher, J. M., Breitmeyer, B. G., & Foorman, B. R. (1999). Colored overlays for visual perceptual deficits in children with reading disability and attention deficit/hyperactivity disorder: Are they differentially effective? Journal of Clinical and Experimental Neuropsychology, 20, 791–806.
Kim, A., Briggs, K. L., & Vaughn, S. (2003). The Classroom Climate Scale: Observing during reading instruction. In S. Vaughn & K. L. Briggs (Eds.), Reading in the classroom: Systems for the observation of teaching and learning (pp. 83–109). Baltimore: Brookes.
Kim, A., Vaughn, S., Elbaum, B., Hughes, M. T., Sloan, C. V. M., & Sridhar, D. (2003). Effects of toys and/or group composition on social behaviors of preschool children with disabilities: A synthesis. Journal of Early Intervention, 25(3), 189–205.
Kim, A., Vaughn, S., Wanzek, J., & Wei, S. (2004). Graphic organizers and their effects on the reading comprehension of students with LD: A synthesis of research. Journal of Learning Disabilities, 37(2), 105–118.
Klingner, J. K., Arguelles, M. E., Hughes, M. T., & Vaughn, S. (2001). Examining the schoolwide “spread” of research-based practices. Learning Disability Quarterly, 24, 221–234.
Klingner, J. K., & Vaughn, S. (1996). Reciprocal teaching of reading comprehension strategies for students with learning disabilities who use English as a second language. Elementary School Journal, 96(3), 275–293.
Klingner, J. K., & Vaughn, S. (1998). Using collaborative strategic reading. Teaching Exceptional Children, 30(6), 32–37.
Klingner, J. K., & Vaughn, S. (1999). Promoting reading comprehension, content learning, and English acquisition through collaborative strategic reading. The Reading Teacher, 52(7), 738–747.
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Vaughn, S., & Schumm, J. S. (1994). Middle school teachers’ planning for students with learning disabilities. Remedial and Special Education, 15(3), 152–161.
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Vaughn, S., Schumm, J. S., & Arguelles, M. E. (1997). The ABCDEs of co-teaching. Teaching Exceptional Children, 30(2), 4–10.
Vaughn, S., Schumm, J. S., & Brick, J. (1998). Using a rating scale to design and evaluate inclusion programs. Teaching Exceptional Children, 30(4), 41–45.
Vaughn, S., Schumm, J. S., & Forgan, J. W. (1995). Instructing students with high-incidence disabilities in the general education classroom. In J. A. Walter (Ed.), Communicating student learning (pp. 12.269–12.307). Alexandria, VA: Association for Supervision and Curriculum Development.
Vaughn, S., Schumm, J. S., & Gordon, J. (1992). Early spelling acquisition: Does writing really beat the computer? Learning Disabilities Quarterly, 15, 223–228.
Vaughn, S., Schumm, J. S., & Gordon, J. (1993). Which motoric condition is most effective for teaching spelling to students with and without learning disabilities? Journal of Learning Disabilities, 26(3), 191–198.
Vaughn, S., Schumm, J. S., Jallad, B., Slusher, J., & Saumell, L. (1996). Teachers’ views of inclusion. Learning Disabilities Research and Practice, 11(2), 96–106. Reprinted in the book Learning Disabilities, published by The Open University of Israel.
Vaughn, S., Schumm, J. S., Jallad, B., Slusher, J., & Saumell, L. (1999). Teachers’ views of inclusion. In Learning disabilities (Hebrew). Israel: The Open University of Israel.
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Vaughn, S., Schumm, J. S., Niarhos, F. J., & Daugherty, T. (1993). What do students think when teachers make adaptations? Teaching and Teacher Education, 9, 107–118.
Vaughn, S., Schumm, J. S., Niarhos, F. J., & Gordon, J. (1993). Students’ perceptions of two hypothetical teachers’ instructional adaptations for low achievers. Elementary School Journal, 94, 87–103.
Vaughn, S., Schumm, J. S., & Sinagub, J. M. (1996). The focus group interview: Use and application in education and psychology. Newbury Park, CA: Sage. This book has been reprinted in Japanese and Chinese.
Vaughn, S., & Sinagub, J. M. (1997). Social assessment of at-risk populations: Implications for students with learning disabilities. In S. M. Clancy-Dollinger & L. DiLalla (Eds.), Assessment and intervention issues across the lifespan (pp. 159–180). Hillsdale, NJ: Erlbaum.
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Vaughn, S., Wanzek, J., Woodruff, A., & Linan-Thompson, S. (in press). A three-tier model for preventing reading difficulties and early identification of students with reading disabilities. In D. H. Haager, S. Vaughn, & J. K. Klingner (Eds.), Validated reading practices for three tiers of intervention. Baltimore: Brookes.
Vaughn, S., & Wilson, C. (1994). Mathematics assessment for students with learning disabilities. In G. R. Lyon (Ed.), Frames of reference for the assessment of learning disabilities: New views on measurement issues (pp. 459–472). Washington, D.C.: Brookes.
Vaughn, S., Zaragoza, N., Hogan, A., & Walker, J. (1993). A four-year longitudinal investigation of the social skills and behavior problems of students with learning disabilities. Journal of Learning Disabilities, 26(6), 404–412.
Vellutino, F. R., & Fletcher, J. M. (2005). Developmental dyslexia. In M. J. Snowling, M. S. Seidenberg, and C. Hulme (Eds.), The science of reading: A handbook (pp. 362–378). London: Blackwell.
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Wanzek, J., Vaughn, S., Kim, A., & Cavanaugh, C. L. (in press). The effects of reading interventions on social outcomes for elementary students with reading difficulties: A synthesis. Reading and Writing Quarterly.
Zaragoza, N., & Vaughn, S. (1992). The effects of process writing instruction on three 2nd-grade students with different achievement profiles. Learning Disabilities Research and Practice, 7(4), 184–193.
Zaragoza, N., & Vaughn, S. (1995). Children teach us to teach writing. The Reading Teacher, 49(1), 42–47.
Zaragoza, N., Vaughn, S., & McIntosh, R. (1991). Social skills interventions and children with behavior problems: A review. Behavioral Disorders, 16(4), 260–275.