J
Jade Wexler
Researcher at University of Maryland, College Park
Publications - 63
Citations - 3194
Jade Wexler is an academic researcher from University of Maryland, College Park. The author has contributed to research in topics: Reading comprehension & Reading (process). The author has an hindex of 24, co-authored 59 publications receiving 2939 citations. Previous affiliations of Jade Wexler include University of Texas at Austin.
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Journal ArticleDOI
A Synthesis of Reading Interventions and Effects on Reading Comprehension Outcomes for Older Struggling Readers
Meaghan Edmonds,Sharon Vaughn,Jade Wexler,Colleen K. Reutebuch,Amory Cable,Kathryn Klingler Tackett,Jennifer Wick Schnakenberg +6 more
TL;DR: This article reports a synthesis of intervention studies conducted between 1994 and 2004 with older students (Grades 6–12) with reading difficulties, finding that word-level interventions were associated with a reduction in comprehension outcomes between treatment and comparison students.
Interventions for Adolescent Struggling Readers: A Meta-Analysis with Implications for Practice.
Nancy Scammacca,Greg Roberts,Sharon Vaughn,Meaghan Edmonds,Jade Wexler,Colleen K. Reutebuch,Joseph K. Torgesen +6 more
TL;DR: The Center on Instruction as mentioned in this paper has requested that no changes be made to the content or appearance of this product, and no changes have been made to any part of the product itself.
Journal ArticleDOI
Response to Intervention for Middle School Students With Reading Difficulties: Effects of a Primary and Secondary Intervention.
Sharon Vaughn,Paul T. Cirino,Jeanne Wanzek,Jade Wexler,Jack M. Fletcher,Carolyn D. Denton,Amy E. Barth,Melissa Romain,David J. Francis +8 more
TL;DR: Students who received the researcher-provided intervention scored significantly higher than students who received comparison intervention on measures of word attack, spelling, the state accountability measure, passage comprehension, and phonemic decoding efficiency, although most often in particular subgroups.
Journal ArticleDOI
Reading interventions for struggling readers in the upper elementary grades: a synthesis of 20 years of research
TL;DR: A synthesis of the extant research on reading interventions for students with reading difficulties and disabilities in fourth and fifth grade is presented, revealing high effects for comprehension interventions on researcher-developed comprehension measures.