Dr. Sharon Vaughn


SharonVaughn

 

Dr. Sharon Vaughn, Manuel J. Justiz Endowed Chair in Education, is the Executive Director of The Meadows Center for Preventing Educational Risk an organized research unit at The University of Texas at Austin.  She is the recipient of numerous awards including the CEC research award, the AERA SIG distinguished researcher award, The University of Texas Distinguished faculty award and outstanding Researcher Award, and the Jeannette E. Fleischner Award for Outstanding Contributions in the Field of LD from CEC. She is the author of more than 35 books and 250 research articles. Several of these research articles have won awards: one the A.J. Harris IRA award for best article published and another the School Psychology award for best article.  She is currently Principal Investigator on several Institute for Education Sciences, National Institute for Child Health and Human Development, and U.S. Department of Education research grants.  She works as a senior adviser to the National Center on Intensive Interventions and has more than six articles that have met the What Works Clearing House Criteria for their intervention reports.  She currently has 20 of her previous doctoral students who are faculty at universities across the United States including University of Colorado, Florida State University, University of Maryland, and University of Virginia.

 

 

Keynote Abstract:

 

Why Intensive Interventions are Necessary for Students with Dyslexia

This presentation addresses issues related to improving outcomes for students with persistent reading difficulties. Many teachers and research teams are aware that even when students are provided high-quality reading instruction, their response to this instruction is inadequate. What can teachers do to assure that students with the most persistent reading problems are provided with the customized reading instruction they require to make progress?  This presentation will address both the research findings as well as the instructional practices associated with persistent reading difficulties.