Adolescent Literacy & Professional Development Lab

Publications

Books

^ denotes student or post-doc advisee

Wexler, J., ^Shelton, A., Stark, K., Hogan, E., Chow, J., & ^Fisk, R. (in press). Professional development as a pathway for sustaining teachers. In E. McCray, P. Sindelar, M. Brownell, and J. McLesky (eds.) Handbook of research on special education teacher preparation. Routledge.

^Shelton, A., & Wexler, J. (2022). The development of reading comprehension in adolescents with literacy difficulties. In E. Talbott & T. Farmer (Eds.) The handbook of special education research, Volume I: Theory, methods, and developmental processes. (pp. 272-284). Routledge.

Wexler, J., Swanson, E., & ^Shelton, A. (2021). Literacy coaching in secondary settings: Helping Teachers Meet the Needs of All Students. New York, NY: Guilford Press. ISBN: 9781462546695.

Reed, D. K., Wexler, J., & Vaughn, S. (2012). RTI for reading at the secondary level: Recommended literacy practices and remaining questions. New York, NY: Guilford Press. ISBN: 9781462503568

Denton, C. A., Vaughn, S., Wexler, J., Bryan, D., & Reed, D. (2012). Effective instruction for middle school students with reading difficulties: The reading teacher's sourcebook. Baltimore, MD:  Brookes Publishing. ISBN: 9781598572438

Selected articles in refereed journals

Stark, K., Wexler, J., ^Shelton, A., Johnston, T.J. & ^Omohundro, Karen (2023). Explicit and evidence-based literacy instruction in middle school: An observation study. Reading and Writing.

^Shelton, A., Swanson, E., Wexler, J., Payne, S. B., & ^Hogan, E. (2023). An exploration of middle school literacy coaching: A multi-survey study of teachers and instructional coaches. Teacher Education and Special Education. 

^Shelton, A., & Wexler, J. (online first). Main idea strategy instruction to support middle school students with intellectual disability. TEACHING Exceptional Children. 

Wexler, J., Kearns, D.M., Lemons, C.J., ^Shelton, A., Pollack, M.S., Stapleton, L.M., ^Clancy*, E, ^Hogan,* E.K., Lyon*, C., (2022).  Improving literacy instruction in co-taught middle school classrooms to support reading comprehension.  Contemporary Educational Psychology. Advance online publication.  

Wexler, J., Swanson, E., Vaughn, S., ^Shelton, A., Bray, L., ^Hogan, E.K., Kurz, L. (2022). Sustaining the use of evidence-based tier 1 literacy practices that benefit students with disabilities. Journal of Learning Disabilities. Advance online publication. 

^Shelton, A., Wexler, J., Kurz, L., Swanson. E. (2021). Incorporating Evidence-Based Literacy Practices into Middle School Content Areas. TEACHING Exceptional Children, 53(4), 270–278. 

Wexler, J. (2021). Improving instruction in co-taught classrooms to support reading comprehension. Intervention in School and Clinic, 56(4), 195–199. 

Wexler, J., Kearns, D.M., ^Hogan, E.K. ^Clancy, E. & ^Shelton, A. (2021). Preparing to implement evidence-based literacy practices in the co-taught classroom. Intervention in School and Clinic, 56(4), 200–207. 

^Shelton, A., Lemons, C.J., & Wexler, J. (2021). Supporting main idea identification and text summarization in middle school co-taught classes. Intervention in School and Clinic, 56(4), 217–223. 

Wexler, J., Swanson, E., Kurz, L. A., Shelton, A., & Vaughn, S. (2020). Enhancing reading comprehension in middle school classrooms using a critical reading routine. Intervention in School & Clinic, 55, 203-213. 

*Note: Selected as the lead feature article for Volume 55, Issue 4. Selected as the winner of the 2020 Must-Read article in Intervention in School and Clinic by the Council for Learning Disabilities.

^Shelton, A., Wexler, J., Silverman, R.D., & Stapleton, L.M. (2019). A synthesis of reading comprehension interventions for persons with mild intellectual disability. Review of Educational Research, 89, 612-651. 

Wexler, J., Swanson, E., Kurz, L. A., Shelton, A., & Vaughn, S. (2020). Enhancing reading comprehension in middle school classrooms using a critical reading routine. Intervention in School & Clinic, 55, 203-213. 

*Note: Selected as the lead feature article for Volume 55, Issue 4. Selected as the winner of the 2020 Must-Read article in Intervention in School and Clinic by the Council for Learning Disabilities.

Wexler, J., Swanson, E., & Vaughn, S., ^Shelton, A., & ^Kurz. L. (2019). Building a sustainable school-wide adolescent literacy model in middle schools:  Guidance for administrators. Middle School Journal, 50, 15-25.

^Sinclair, A.C., Bray, L.E., Wei, Y., ^Clancy, E.E., Wexler, J., Kearns, D.M., & Lemons, C.J. (2018).  Co-teaching in content area classrooms:  Lessons and guiding questions for administrators. NASSP Bulletin, 102(4), 303-322.

Lemons, C., Vaughn, S., Wexler, J., Kearns, D., & ^Sinclair, A. (2018). Envisioning an improved continuum of special education services for students with learning disabilities: Considering intervention intensity. Learning Disabilities Research & Practice, 33(3)131-143.

Wexler, J., Kearns, D.M., Lemons, C.J., ^Mitchell, M.., ^Clancy, E., ^Davidson, K.A., ^Sinclair, A.C., & Wei, Y.  (2018).  Reading comprehension and co-teaching practices in middle school English language arts classrooms, Exceptional Children, 84(4), 384-402.

Wexler, J., Reed, D.K. Barton, E.E., ^Mitchell. M., & ^Clancy, E. (2017). The effects of a peer mediated reading intervention on juvenile offenders’ main idea statements about informational text. Behavioral Disorders, 42(3). 

Wexler, J., ^Mitchell, M.A., ^Clancy, E., & Silverman, R.D. (2016). An investigation of literacy practices in science classrooms. Reading & Writing Quarterly: Overcoming Learning Difficulties, 33(3), 258-277.

Williams, J.L., Miciak, J., McFarland, L., & Wexler, J. (2016). Learning disability identification criteria and reporting in empirical research: A Review of 2001-2013. Learning Disabilities Research and Practice, 31(4), 221-229.

Wexler, J., Reed, D.K., Pyle, N., ^Mitchell, M., & Barton, E.E. (2015). A synthesis of peer mediated academic interventions for secondary struggling learners. Journal of Learning Disabilities, 48(5), 451–470. 

Vaughn, S., Roberts, G., Wexler, J., Vaughn, M. G., Fall, A. M., & Schnackenberg, J.B. (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. 

Wexler, J., Reed, D.K., & Sturges, K.M. (2015). Reading practices in the juvenile correctional facility setting: Incarcerated adolescents speak out. Exceptionality, 23(2), 100–123. doi:/10.1080/09362835.2014.986602

Wexler, J., Reed, D. K., ^Mitchell, M., ^Doyle, B., & ^Clancy, E. (2015). Implementing an evidence-based instructional routine to enhance comprehension of expository text. Intervention in School & Clinic, 50(3), 142–149. 

Wexler, J., ^Pyle, N., & Fall, A.M. (2015). Dropout prevention intervention with secondary students: A pilot study of project GOAL. Preventing School Failure, 59(3), 142–152. 

Wexler, J., ^Pyle, N., Flower, A., Williams, J., & Cole, H. (2014). A synthesis of academic interventions for incarcerated adolescents. Review of Educational Research, 84(1), 3–46. 

Vaughn, S., Wexler, J., Leroux, A., Roberts, G., Denton, C.A., Barth, A., & Fletcher, J. (2012). Effects of an intensive reading intervention for eighth grade students with persistently inadequate response to intervention. Journal of Learning Disabilities, 45(6), 515–525. 

Vaughn, S., Wexler, J., Roberts, G., Barth, A.E., Cirino, P.T., Romain, M., & Fletcher, J.M. (2011). The effects of tertiary treatments on middle school students with reading disabilities: Individualized versus standardized approaches. Exceptional Children, 77, 391–407. 

Wexler, J., Vaughn, S., Roberts, G., & Denton, C.A. (2010). The efficacy of repeated reading and wide reading practice for high school students with severe reading disabilities. Learning Disabilities, Research & Practice, 25, 2–10. 

*Note: This study rated as 1 of only 2 studies (out of 200 reviewed) to meet IES What Works Clearinghouse standards ‘without reservations’

Wanzek, J., Wexler, J., Vaughn, S., & Ciullo, S. (2010). Reading interventions for struggling readers in the upper elementary grades: A synthesis of 20 years of research. Reading and Writing: An Interdisciplinary Journal, 23, 889–912. 

Vaughn, S., Cirino, P.T., Wanzek, J., Wexler, J., Fletcher, J. M., Denton, C. A., . . . Francis, D. J. (2010). Response to intervention for middle schools students with reading difficulties: Effects of a primary and secondary intervention. School Psychology Review, 39, 3–21. 

*Note: Awarded Outstanding Article of the Year Award

Edmonds, M. S., Vaughn, S., Wexler, J., Reutebuch, C. K., Cable, A., Tackett, K. K., & Schnakenberg, J. W. (2009). A synthesis of reading interventions and effects on reading comprehension outcomes for older struggling readers. Review of Educational Research, 79, 262–300. 

Denton, C. A., Wexler, J., Vaughn, S., & Bryan, D. (2008). Intervention provided to linguistically diverse middle school students with severe reading difficulties. Learning Disabilities Research and Practice, 23(2), 79–89. 

Wexler, J., Vaughn, S., Edmonds, M., & Reutebuch, C.K. (2008). A synthesis of fluency interventions for secondary struggling readers. Reading and Writing: An Interdisciplinary Journal, 21(4), 317–347.

*Note: Awarded the International Reading Association Albert J. Harris Award