Publications
Books
^ denotes student or post-doc advisee
^Shelton, A., & Wexler, J. (in press). The development of reading comprehension in adolescents with literacy difficulties. In E. Talbott & T. Farmer (Eds.) The handbook of special education research: Theory, methods, and leveraging developmental process. 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
^Shelton, A., & Wexler, J. (in press). 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. https://doi.org/10.1016/j.cedpsych.2021.102040
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. https://doi.org/10.1177/00222194211065499
^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. https://doi.org/10.1177/0040059920968582
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/10.1177/1053451220944369
^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. https://doi.org/10.1177/1053451220944380
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
*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. doi.org/10.3102/0034654319857041
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. doi:/10.1177/1053451219855738
*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. doi.org/10.1080/00940771.2019.1603802
^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. doi: 10.1177/0192636518812701
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. doi: 10.1111/ldrp.12173
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. doi: 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). doi.org/10.1177/0198742917703359
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. DOI: 10.1080/10573569.2016.1193832
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. doi: 10.1111/ldrp.12119
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. doi: 10.1177/0022219413504997
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. DOI: 10.1177/0022219413515511
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. doi: 10.1177/1053451214542042
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. Doi:10.1080/1045988X.2013.876957
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. doi: 10.3102/0034654313499410
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. doi: 10.1177/0022219411402692
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. doi: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, 2–10. doi: 10.1111/j.1540-5826.2009.00296.x
*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. doi: 10.1007/s11145-009-9179-5.
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. doi:10.1080/02796015.2010.12087786
*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. doi:10.3102/0034654308325998
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. doi: 10.1111/j.1540-5826.2008.00266.x
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. doi: 10.1007/s11145-007-9085-7
*Note: Awarded the International Reading Association Albert J. Harris Award