Reading and Writing Growth with Vista’s - Engage with Literature and Content

© 2025 Vista Higher Learning Reading and Writing Growth with Vista’s Engage 32 Olson, C. B., Woodworth, K., Arshan, N., Black, R., Chung, H. Q., & D’Aoust, C., & Stowell, L. (2020). The Pathway to Academic Success: Scaling up a text-based analytical writing intervention for Latinos and English learners in secondary school. Journal of Educational Psychology, 112(4), 701– 717. https://doi.org/10.1037/edu0000387 (Author list truncated at 6, then “& Stowell, L.” per your house rule.) Reed, D. K., Petscher, Y., & Foorman, B. R. (2016). The contribution of vocabulary knowledge and spelling to the reading comprehension of adolescents who are and are not English language learners. Reading and Writing, 29(4), 633–657. https://doi.org/10.1007/s11145-015-9619-3 Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: Rethinking content-area literacy. Harvard Educational Review, 78(1), 40–59. https://doi.org/10.17763/haer.78.1.v62444321p602101 Shaywitz, S. E., Fletcher, J. M., Holahan, J. M., Schneider, A. E., Marchione, K. E., Stuebing, K. K., Francis, D. J., Pugh, K. R., & Shaywitz, B. A. (1999). Persistence of dyslexia: The Connecticut longitudinal study at adolescence. Pediatrics, 104(6), 1351–1359. https://doi.org/10.1542/peds.104.6.1351 Sohn, H. (2023). A meta-analysis of interventions to improve reading for adolescents with reading disabilities. Learning Disabilities Research & Practice, 38(2), 85–103. https://doi.org/10.1111/ldrp.12307 Soland, J., & Sandilos, L. E. (2020). English language learners, self-e icacy, and the achievement gap. Journal of Education for Students Placed at Risk, 26(4), 299–323. https://doi.org/10.1080/10824669.2020.1787171 Steinle, P. K., Stevens, E., & Vaughn, S. (2022). Fluency interventions for struggling readers in grades 6–12: A research synthesis. Journal of Learning Disabilities, 55(1), 3–21. https://doi.org/10.1177/0022219421991249 Swanson, E., Wanzek, J., Vaughn, S., Roberts, G., & Fall, A.-M. (2017). High school reading comprehension and content learning intervention for below-average readers. Reading & Writing Quarterly, 33(1), 37–53. https://doi.org/10.1080/10573569.2015.1107820 Torgesen, J. K. (2004). Avoiding the devastating downward spiral: The evidence that early intervention prevents reading failure. American Educator, 28(3), 6–19*. https://www.aft.org/ae/fall2004/torgesen Torgesen, J. K., & Burgess, S. R. (1998). Consistency of reading-related phonological processes throughout early childhood: Evidence from longitudinal-correlational and instructional studies. In J. L. Metsala & L. C. Ehri (Eds.), Word recognition in beginning literacy (pp. 161–188). Routledge. https://doi.org/10.4324/9781410602718-9

RkJQdWJsaXNoZXIy MjUyNzA0NQ==