InstitucionesAclaración de materia/profesión
Periodo de publicación recogido
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Promoting adolescents’ comprehension of text: A randomized control trial of its effectiveness
Greg Roberts, Sharon Vaughn, Jeanne Wanzek, Gleb Furman, Leticia R. Martinez, Katherine Sargent
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 115, Nº. 5, 2023, págs. 665-682
The relationship between study quality and the effects of supplemental reading interventions: A meta-analysis
Christy R. Austin, Jeanne Wanzek, Nancy Scammacca, Sharon Vaughn, Samantha A. Gesel, Rachel E. Donegan, Morgan L. Engelmann
Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 85, Nº. 3, 2019, págs. 347-366
Jeanne Wanzek, Greg Roberts, Sharon Vaughn, Elizabeth A. Swanson, Katherine Sargent
Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 85, Nº. 2, 2019 (Ejemplar dedicado a: Moderation analysis as a method of understanding for whom validated interventions work / coord. por Douglas Fuchs, Lynn S. Fuchs), págs. 212-228
Elementary students’ use of dialect and reading achievement: Examining students with disabilities
Brandy Gatlin, Jeanne Wanzek
Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 84, Nº. 1, 2017, págs. 97-115
Jeanne Wanzek, Yaacov Petscher, Stephanie Al Otaiba, Brenna K. Rivas, Francesca G. Jones, Shawn C. Kent, Christopher Schatschneider, Paras D. Mehta
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 109, Nº. 8, 2017, págs. 1103-1119
Improving content knowledge and comprehension for English language learners: Findings from a randomized control trial.
Sharon Vaughn, Leticia R. Martinez, Jeanne Wanzek, Greg Roberts, Elizabeth A. Swanson, Anna-Mária Fall
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 109, Nº. 1, 2017, págs. 22-34
English learner and non-english learner students with disabilities: Content acquisition and comprehension
Jeanne Wanzek, Elizabeth A. Swanson, Sharon Vaughn, Greg Roberts, Anna-Mária Fall
Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 82, Nº. 4, 2016, págs. 428-442
Elizabeth A. Swanson, Jeanne Wanzek, Sharon Vaughn, Greg Roberts, Anna-Mária Fall
Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 81, Nº. 4, 2015, págs. 426-442
Toward an understanding of dimensions, predictors, and the gender gap in written composition
Young-Suk Kim, Stephanie Al Otaiba, Jeanne Wanzek, Brandy Gatlin
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 107, Nº. 1, 2015, págs. 75-95
Student Perceptions of Instruction in Middle and Secondary U.S. History Classes
Jeanne Wanzek, Shawn C. Kent, Stephanie J. Stillman Spisak
Theory and research in social education, ISSN 0093-3104, Vol. 43, Nº 4, 2015, págs. 469-498
Oral Reading Fluency Development for Children with Emotional Disturbance or Learning Disabilities
Jeanne Wanzek, Stephanie Al Otaiba, Yaacov Petscher
Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 80, Nº. 2, 2014, págs. 187-204
To wait in tier 1 or intervene immediately: A randomized experiment examining first-grade response to intervention in reading
Stephanie Al Otaiba, Carol Connor, Jessica S. Folsom, Jeanne Wanzek, Luana Greulich, Christopher Schatschneider, Richard K. Wagner
Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 81, Nº. 1, 2014, págs. 11-27
Predicting first-grade reading performance from kindergarten response to tier 1 instruction
Stephanie Al Otaiba, Jessica S. Folsom, Christopher Schatschneider, Jeanne Wanzek, Luana Greulich, Jane Meadows, Zhi Li, Carol Connor
Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 77, Nº. 4, 2011, págs. 453-470
Efficacy of a reading intervention for middle school students with learning disabilities
Jeanne Wanzek, Sharon Vaughn, Greg Roberts, Jack M. Fletcher
Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 78, Nº. 1, 2011, págs. 73-87
Response to early reading intervention: examining higher and lower responders
Sharon Vaughn, Jeanne Wanzek, Christy S. Murray, Nancy Scammacca, Sylvia Linan-Thompson, Althea L. Woodruff
Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 75, Nº. 2, 2009, págs. 165-183
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