Department of Special Education

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 25 books, 230 peer-reviewed research articles, and 65 chapters.

Ph.D., University of Arizona

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., Klingner, J. K., Swanson, E. A., Boardman, A. G., Roberts, G., & Mohammed, S. S., & Stillman-Spisak, S. J. (2011). Efficacy of collaborative strategic reading with middle school students. American Educational Research Journal, 48(4), 938-964.doi: 10.3102/0002831211410305

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.

Vaughn, S., Martinez, L. R., Linan-Thompson, S., Reutebuch, C., K., Carlson, C. D., & Francis, D. J. (2009). Enhancing social studies vocabulary and comprehension for seventh-grade English language learners: Findings from two experimental studies. Journal of Research on Educational Effectiveness, 2(4), 297-324.

• Council for Learning Disabilities - J. Lee Wiederholdt Award - 2012
• Council for Exceptional Children's Special Educaiton Research 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

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, 2012-2014, $8,000,000, Principal Investigator

 Scale-Up Evaluation of Reading Intervention for First Grade English Learners. Institute of Education Sciences, 2011-2016, $1,470,182, Principal Investigator.

 Postdoctoral Fellowship on Reading Disabilities and Response to Intervention. Institute of Education Sciences

Intervention Research for students with learning problems and disabilities

• 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: 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