Sharon Vaughn

Sharon Vaughn

Manuel J. Justiz Endowed Chair in Education and Executive Director, The Meadows Center for Preventing Educational Risk

Learning Disabilities/Behavior Disorders


Sharon Vaughn was the Editor-in-Chief of the Journal of Learning Disabilities and the Co-Editor of Learning Disabilities Research and Practice. She is the recipient of the AERA SIG distinguished researcher award and The University of Texas Distinguished faculty award. She is the author of numerous books and research articles that address the reading and social outcomes of students with learning difficulties. She is currently the Principal Investigator or Co-Principal Investigator on several Institute for Education Sciences, National Institute for Child Health and Human Development, and U.S. Department of Education research grants investigating effective interventions for students with reading difficulties and students who are English language learners. She is the author of more than 35 books, 250 peer-reviewed research articles, and 65 chapters.


Ph.D., University of Arizona

Representative Publications


Vaughn, S., Roberts, G., Wexler, J., Vaughn, M., Fall, A.-M., & Schnakenberg, J. B. (2014). High school students with reading comprehension difficulties: Results of a randomized control trial of a two-year reading intervention. Journal of Learning Disabilities. Advanced Online Publication. doi: 10.1177/0022219413515511

*Vaughn, S., Swanson, E. A., Roberts, G., Wanzek, J., Stillman-Spisak, S. J., Solis, M., & Simmons, D. (2013) Improving reading comprehension and social studies knowledge in middle school. Reading Research Quarterly, 48(1), 77-93. doi: 10.1002/rrq.039  *What Works Clearinghouse (WWC) found this study “meets WWC evidence standards without reservation… well-implemented randomized controlled trial.”

Vaughn, S., & Fletcher, J. M. (2012). Response to intervention with secondary school students with reading difficulties. Journal of Learning Disabilities, 45(3), 241-253. doi: 10.1177/0022219412442157

 Vaughn, S., Wexler, J., Leroux, A. J., Roberts, G., Denton, C. A., Barth, A. E., & Fletcher, J. M. (2011). Effects of intensive reading intervention for eighth grade students with persistently inadequate response to intervention. Journal of Learning Disabilities, 45(6), 515-525. doi: 10.1177/0022219411402692

*Vaughn, S., Cirino, P. T., Wanzek, J., Wexler, J., Fletcher, J. M., Denton, C. A., . . . Francis, D. J. (2010). Response to intervention for middle school students with reading difficulties: Effects of a primary and secondary intervention. School Psychology Review, 39(1), 3-21. PMCID: PMC2975106 *School Psychology Review Article of the Year for 2010


Recent Awards

  • Career Research Excellence Award from The University of Texas at Austin - 2013
  • Council for Learning Disabilities - J. Lee Wiederholdt Award - 2012
  • Lifetime Achievement Award from The Institute for Literacy and Learning - 2011
  • Jeannette E. Fleischner Award For Outstanding Contributions to the Field of LD from CEC’s Division of Learning Disabilities and DLD Professional Development, Ethics, and Standards committee - 2011
  • Albert J. Haris Award from International Reading Association - 2010

Current Research Projects and Grants

Understanding Malleable Cognitive Processes and Integrated Comprehension Interventions for Grades 7-12., Institute of Education Sciences

Texas Center for Learning Disabilities. National Institute of Child Health and Human Development

Special Education Research and Development Center on School-Based Interventions for Secondary Students with Autism Spectrum Disorders, Institute of Education Sciences

 Scale-Up Evaluation of Reading Intervention for First Grade English Learners. Institute of Education Sciences,

Technical Assistance and Dissemination to Improve Services and Results for Children with Disabilities - Model Demonstration Projects for English Learners With or At Risk of Having a Disability. Office of Special Education Projects

Preventing School Dropout with Secondary Students: The Implementation of an Individualized Reading Intervention and Dropout Prevention Intervention. Institute of Education Sciences

Research Interests and Expertise

Intervention Research for students with learning problems and disabilities

Boards, Committees and Associations

  • Executive Director - The Meadows Center for Preventing Educational Risk
  • Member: Council for Exceptional Children, International Dyslexia Association, Learning Disabilities Association, Society for Research on Educational Effectiveness
  • Review Board: Annals of Dyslexia, Reading Research Quarterly, Educational Psychology Review, Journal of Research on Educational Effectiveness, Reading and Writing: An Interdisciplinary Journal, American Educational Research Journal, Exceptional Children, Journal of Learning Disabilities, Learning Disability Quarterly, Journal of Special Education, Learning Disabilities Research and Practice, Elementary School Journal