Dr. Sharon Vaughn is the Manuel J. Justiz Endowed Chair in Education and executive director of The Meadows Center for Preventing Educational Risk at The University of Texas at Austin. 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 that address issues related to research and practice with learning problems. She has worked nationally and internationally with educators from Japan, Canada, Sweden, Norway, Portugal, Australia, and Singapore.
Vaughn, S.. (2022). The efficacy of comprehension and vocabulary focused professional development on English learners literacy. Journal of Educational Psychology.
Vaughn, S.. (2021). Examining the effects of integrating anxiety management instruction within a reading intervention for upper elementary students with reading difficulties.
Vaughn, S.. (2020). The critical role of word reading as a predictor of response to intervention.
Vaughn, S., Roberts, G., Capin, P., Miciak, J., Cho, E. & Fletcher, J. M.. (2019). How Initial Word Reading and Language Skills Affect Reading Comprehension Outcomes for Students With Reading Difficulties. Exceptional Children, 85(2), 180–196. doi:10.1177/0014402918782618.
Vaughn, S., Martinez, L. R., Williams, K. J., Miciak, J., Fall, A-M. & Roberts, G. (2018). Efficacy of a high school extensive reading intervention for English learners with reading difficulties. Journal of Educational Psychology, Advanced online pub. doi:10.1037/edu0000289.
Vaughn, S., Martinez, L. R., Wanzek, J., Roberts, G., Swanson, E. & Fall, A.-M. (2017). Improving content knowledge and comprehension for English language learners: Findings from a randomized control trial. Journal of Educational Psychology, 109(1), 22–34. doi:http://dx.doi.org/10.1037/edu0000069.
Vaughn, S., Solis, M., Miciak, J., Taylor, W. P. & Fletcher, J. M. (2016). Effects from a randomized control trial comparing researcher and school-implemented treatments with fourth graders with significant reading difficulties. Journal of Research on Educational Effectiveness, 9(1), 23–44. doi:10.1080/19345747.2015.1126386.
Vaughn, S., Roberts, G., Wexler, J., Vaugn, M., Fall, A.-M. & Schnakenberg, J. (2015). High school students with reading comprehension difficulties: Results of a randomized control trial of a two-year reading intervention. Journal of Learning Disabilities, 48(5), 546–558. doi:10.1177/0022219413515511.
Vaughn, S., Roberts, G., Swanson, E., Waznek, J., Fall, A.-M. & Stillman-Spisak, S. (2014). Improving middle school students knowledge and comprehension in social studies: A replication. Educational Psychology Review, 27(1), 31–50. doi:10.1007/s10648-014-9274-2.
Vaughn, S., Swanson, E., Roberts, G., Waznek, J., Stillman-Spisak, S., 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.
Vaughn, S. & Fletcher, J. (2012). Response to intervention with secondary school students with reading difficulties. Journal of Learning Disabilities, 45(3), 241–253. doi:10.1177/0022219412442157.
Randomized Controlled Trial of the Supporting Knowledge in Language and Literacy (SKILL) Program for Children who are At-Risk for Language and Literacy Difficulties
Institute of Education Sciences
Integrating Evidence Based Anxiety and Reading Interventions to Enhance Outcomes Among Struggling Readers
National Institutes of Health
Examining the Efficacy of A Content-Area Reading Comprehension Intervention for Students with Disabilities Institute of Education Sciences
More than $12 million in IES Grants to Support Research Benefiting Students and Educators
Transdisciplinary Approaches to Improving Opportunities and Outcomes for English Learners: Using Engagement, Team Based Learning, and Formative Assessment to Develop Content and Language Proficiency
Reading Enhancements for Students With Autism Spectrum Disorders (Project READ): A Reading Comprehension Intervention
Deans Distinguished Research Award, College of Education, The University of Texas at Austin (2021)
Manuel J. Justiz Endowed Chair in Math, Science, and Technology in Teacher Education, The College of Education (2015)
Career Research Excellence Award, The University of Texas at Austin (2013)
J. Lee Wiederholdt Award, Council for Learning Disabilities (2012)
Lifetime Achievement Award, The Institute for Literacy and Learning (2011)
Jeannette E. Fleischner Award for Outstanding Contributions to the Field of Learning Disabilities, Council for Exception Children; Division for Learning Disabilities, Professional Development, Ethics, and Standards Committee (2011)
Albert J. Harris Award, International Reading Association (2010)