Sharon Vaughn

Terminal Degree

Ph.D., University of Arizona

Representative Publications

Vaughn, S., Cirino, P. T., Linan-Thompson, S., Mathes, P. G., Carlson, C. D., Cardenas-Hagan, E., et al. (2006). Effectiveness of a Spanish intervention and an English intervention for English-language learners at risk for reading problems. American Educational Research Journal, 43(3), 449-487.

Vaughn, S., & Linan-Thompson, S. (2004). Reading: Effective instructional activities for elementary students. Alexandria, VA: ASCD.

Vaughn, S., Fuchs, L.S. (2003). Redefining learning disabilities as inadequate response to treatment: The promise and potential problems. Learning Disabilities Research and Practice, 18(3), 137-146.

Vaughn, S., Linan-Thompson, S., & Hickman, P. (2003). Response to instruction as a means of identifying students with reading/learning disabilities. Exceptional Children, 69(4), 391-409.

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.

Recent Awards

• American Education Research Association, Special Education SIG, Outstanding Researcher Award
• University of Texas Dean's Award for Research
• Past President, Division for Learning Disabilities, Council for Exceptional Children
• Previous Editor in Chief, Journal of Learning Disabilities
• Previous Co-Editor, Learning Disabilities Research and Practice

Boards, Committees and Associations

• Board of Advisors, University of Texas System, Institute for Public School Initiatives
• Board of Advisors, Hispanic Family Literacy Center
• Member, Council for Exceptional Children, International Reading Association, International Dyslexia Association, Learning Disabilities Association
• Review Board, Journal of Educational Psychology, American Educational Research Journal, Exceptional Children, Journal of Learning Disabilities, Learning Disability Quarterly

Current Research Projects and Grants

LD Center Grant to investigate effective response to intervention practices for older students with reading difficulties/disabilities

Enhancing the Quality of Expository Text Instruction & Comprehension through Content and Case-Situated from Institute for Educational Sciences

Optimizing Educational Outcome for Spanish Speakers who are English Language Learners

National Research and Development Center on English Language Learners

Current Courses

Intervention Research (Graduate Seminar)

Research Interests and Expertise

Intervention Research for students with learning problems and disabilities