Jade Wexler

Publications

Peer Reviewed Journal Articles (sample)

*denotes student or post-doc advisee

Wexler, J., & Shelton, A., ^Omohundro, K., ^Stark, K., Reutebuch, C., Fall, A.M., Roberts, G.,

Scammacca, N., ^Johnston, T, & ^Smith Levitan, J. (2025). Improving Middle School Outcomes through an Adaptive Coaching and Schoolwide Literacy Package. Journal of Educational and Psychological, Consultation. 1-28. http://doi.org/10.1080/10474412.2025.2524674

^ Stark, K., Johnston, T., Shelton, A., Wexler, J., & Omohundro, K. (2025). Using Response Analysis to Improve Reading Comprehension Strategy Instruction in Middle School Contexts. Reading & Writing Quarterly, 1–14.                                 https://doi.org/10.1080/10573569.2025.2467315

Wexler, J., Shelton, A., Swanson, E., Payne, S.B., Sayers, R., Johnston, T., Hogan, E.K., &

Stark, K. (2025). The development of a coaching model: Challenges and implications for intervention research. Remedial and Special Education, 47(4) https://doi.org/10.1177/07419325241304126

^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. https://doi.org/10.1007/s11145-023-10470-y

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. https://doi.org/10.1177/08884064231172733

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. https://doi.org/10.1016/j.cedpsych.2021.102040

Wexler, J., Swanson, E., ^Shelton, A., Kurz, L., Bray, L., & ^Hogan, E.K. (2022). Sustaining the use of evidence-based tier 1 literacy practices that benefit students with disabilities. Journal of Learning Disabilities, 56(2), 145-160. https://doi.org/10.1177/00222194211065499

Wexler, J. (2021). Improving instruction in co-taught classrooms to support reading comprehension. Intervention in School and Clinic, 56(4), 195–199. https://doi.org/10.1177/1053451220944212

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. https://doi.org/10.1177/105345122094

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. https://doi.org/10.1177/1053451219855738

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. http://doi.org/10.1080/00940771.2019.1603802

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. https://doi.org/10.1177/0014402918771543

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). https://doi.org/10.1177/0198742917703359

Wexler, J., ^Mitchell, M. A., ^Clancy, E. E., & Silverman, R. D. (2017). An investigation of literacy practices in high school science classrooms. Reading & Writing Quarterly, 33(3), 258-277. https://doi.org/10.1080/10573569.2016.1193832

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. http://doi.org/10.1177/0022219413504997

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. http://doi.org/10.1177/0022219411402692

Vaughn, S., Wexler, J., Roberts, G., Barth, A. A., Cirino, P. T., Romain, M. A., Francis, D., Fletcher, J., & Denton, C. A. (2011). Effects of individualized and standardized interventions on middle school students with reading disabilities. Exceptional Children, 77(4), 391–407. https://doi.org/10.1177/001440291107700401

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(1), 2–10. http://doi.org/10.1111/j.1540-5826.2009.00296.x

Chapters (sample)

Wexler, J., Reed, D.K., &  ^Omohundro, K. (2025). The science of reading of adolescent

literacy. In M. Kuhn & S. Neuman (Eds). Handbook on the Science of Literacy: Grades 3-8. Guilford Press.

Wexler, J., Shelton, A., Stark, K., Hogan, E., Chow, J. C., & Fisk, R. (2023). Professional

development as a pathway for sustaining teachers. In E. McCray, E. Bettini, M. Brownell, J. McLeskey, & P. Sindelar (Eds.). Handbook of research on special education teacher preparation (2^nd ed.). Routledge. https://doi.org/10.4324/9781003297093-20

Shelton, A., & Wexler, J. (2022). The development of reading comprehension in adolescents with literacy difficulties. In T. Farmer, E. Talbott, K. McMaster, D. Lee, & T. C. Aceves (Eds.). Handbook of special education research, Volume I: Theory, methods, and developmental processes. Routledge. https://doi.org/10.4324/9781003156857-23

Wexler, J., Wanzek, J., & Vaughn, S. (2019). Spotting problems before they start: Preventing

and remediating reading disabilities. In N. Young, C. Michael, & T. Citro (Eds.) From floundering to fluent: Reaching and teaching the struggling reader (pp. 1-32).  Rowman & Littlefield.

Wexler, J., & Pyle, N. F. (2013). Effective approaches to increase student engagement. In C. Franklin, M. B. Harris, & P. Allen-Meares (Eds.), The school services sourcebook: A guide for school-based professionals, Second Edition (pp. 381–394). Oxford Press.

Books

Wexler, J., Swanson, E., & ^Shelton, A. (2021). Literacy coaching in secondary settings: Improving intensive instruction for all students. New York, NY: Guilford Press. 

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. 

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.