²ÝÝ®´«Ã½

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), 270²ÝÝ®´«Ã½“278. 

Wexler, J. (2021). Improving instruction in co-taught classrooms to support reading comprehension. Intervention in School and Clinic, 56(4), 195²ÝÝ®´«Ã½“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), 200²ÝÝ®´«Ã½“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), 217²ÝÝ®´«Ã½“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 offenders²ÝÝ®´«Ã½™ 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), 451²ÝÝ®´«Ã½“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), 546²ÝÝ®´«Ã½“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), 100²ÝÝ®´«Ã½“123. 

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), 142²ÝÝ®´«Ã½“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), 142²ÝÝ®´«Ã½“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), 3²ÝÝ®´«Ã½“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), 515²ÝÝ®´«Ã½“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, 391²ÝÝ®´«Ã½“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, 2²ÝÝ®´«Ã½“10. 

*Note: This study rated as 1 of only 2 studies (out of 200 reviewed) to meet IES What Works Clearinghouse standards ²ÝÝ®´«Ã½˜without reservations²ÝÝ®´«Ã½™

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, 889²ÝÝ®´«Ã½“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, 3²ÝÝ®´«Ã½“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, 262²ÝÝ®´«Ã½“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), 79²ÝÝ®´«Ã½“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), 317²ÝÝ®´«Ã½“347.

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