© 2025 Vista Higher Learning Reading and Writing Growth with Vista’s Engage 30 REFERENCES Arizona Department of Education. (2023). AZELLA 2023 Technical Manual. https://www.azed.gov/sites/default/files/2025/08/AZ1162262_AZELLA_TchRpt_2023_WEBTAG.pdf Capin, P., Roberts, G., & Vaughn, S. (2022). Evidence-based reading instruction for secondary students with reading di iculties. Translational Issues in Psychological Science, 8(1), 26–41. https://doi.org/10.1037/tps0000306 Capin, P., Miciak, J., Bhat, B. H., Roberts, G., Steinle, P. K., Fletcher, J. M., & Vaughn, S. (2024). An extensive reading intervention for emergent bilingual students with significant reading di iculties in Grades 6 and 7. Remedial and Special Education, 45(4), 230–246. https://doi.org/10.1177/07419325231213876 Connor, C. M., Alberto, P. A., Compton, D. L., & O’Connor, R. E. (2014). Improving reading outcomes for students with or at risk for reading disabilities: A synthesis of the contributions from the Institute of Education Sciences Research Centers (NCSER 2014-3000). https://ies.ed.gov/ncser/pubs/20143000/ Crosson, A. C., & McKeown, M. G. (2019). Key elements of robust vocabulary instruction for emergent bilingual learners. Language, Speech, and Hearing Services in Schools, 50(4), 604–612. https://doi.org/10.1044/2019_LSHSS-VOIA-18-0127 Daniel, J., Vaughn, S., Roberts, G., & Grills, A. (2022). The importance of baseline word reading skills in examining student response to a multicomponent reading intervention. Journal of Learning Disabilities, 55(4), 259–271. https://doi.org/10.1177/00222194211010349 Estrada, P. (2014). English learner curricular streams in four middle schools: Triage in the trenches. Urban Review, 46(4), 535–573. https://doi.org/10.1007/s11256-014-0276-7 Foorman, B. R., Petscher, Y., & Herrera, S. (2018). Unique and common e ects of decoding and language factors in predicting reading comprehension in grades 1–10. Learning and Individual Di erences, 63, 12–23. https://doi.org/10.1016/j.lindif.2018.02.011 Francis, D. J., Shaywitz, E. E., Stuebing, K. K., Shaywitz, B. A., & Fletcher, J. M. (1996). Developmental lag versus deficit models of reading disability: A longitudinal, individual growth curves analysis. Journal of Educational Psychology, 88(1), 3–17. https://doi.org/10.1037/00220663.88.1.3 Gersten, R., Compton, D., Connor, C. M., Dimino, J., Santoro, L., Linan-Thompson, S., & Tilly, W. D. (2008). Assisting students struggling with reading: Response to Intervention (RtI) and multi-tier intervention in the primary grades. A practice guide (NCEE 2009-4045). https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/rti_reading_pg_021809.pdf
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