MCPER Executive Director Sharon Vaughn presented at The Dyslexia Foundation’s Extraordinary Brain Symposium, which took place June 23–29 in Winterton, South Africa.
The sympoium’s theme was “Dyslexia 101: Revisiting Etiology, Diagnosis, Treatment, and Policy.” Vaughn presented findings from reading comprehension intervention studies that she and her research team have conducted with students with dyslexia in grades 4–9. This research was conducted as part of the Texas Center for Learning Disabilities project funded by the Eunice Kennedy Shriver National Institute of Child Health and Human Development. Her presentation will form the basis of a chapter in Volume 17 of the Extraordinary Brain Series, which will be published in September 2019.
and Sharon Vaughn, and The Dyslexia Foundation’s
Amelia Baker Lauderdale.
MCPER’s Philip Capin, Elizabeth Stevens, and Kelly Williams were also in attendance and presented their work. Based on data collected from the Promoting Adolescents Comprehension of Text project, Capin presented “Examining the Effects of a Middle-School Intervention Aiming to Improve Students’ Reading Comprehension and Content Knowledge: A Focus on Treatment Fidelity.” Stevens presented the findings from her dissertation study: “The Effects of a Text Structure and Paraphrasing Intervention on the Main Idea Generation and Reading Comprehension of Struggling Readers in Grades 4 and 5.” Williams presented initial findings from Project Goal: “Effects of an Intensive Reading Intervention for High School English Learners With Disabilities.”