Jeanne Wanzek
Biographic Data
| ID | 2266035 |
|---|---|
| NAME | Jeanne Wanzek |
| GIVEN NAMES | Jeanne |
| FAMILY NAME | Wanzek |
| SIGNATURE | WANZEK J |
| AFFILIATIONS | Vanderbilt University |
| ORCID | 0000-0002-5789-1882 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 13 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Student Feedback Use During Cross-Age Peer Tutoring
High-quality feedback is a powerful tool to support student learning with benefits for both those who receive and provide feedback. This study investigates the frequency and type of feedback fourth- and fifth-grade students used when delivering Sound Partners lessons to a younger peer. Results indicate that student tutors were successful in providing responsive academic and behavioral feedback for their younger tutee, with more than 850 instances…
The Efficacy of a Content Area Reading Comprehension Intervention for Students With Disabilities
This pilot study investigated the efficacy of the Promoting Adolescent Comprehension Through Text (PACT) intervention, a social studies content knowledge and reading comprehension set of practices implemented with social studies classes including students with disabilities. Social studies general education teachers were provided with professional development on the PACT and differentiation practices to support students with disabilities in the ge…
Reframing the Most Important Special Education Policy Debate in 50 Years
For decades, there have been competing visions of how and where to educate students with disabilities (SWDs) in America’s K-12 schools. One conception is that general classrooms can accommodate the learning needs of virtually all children. A second approach calls for multiple placement options. Over the years, the context in which this disagreement has played out has changed as educators have shifted from a reliance on special classes to trust in…
Promoting Adolescents’ Comprehension of Text
This paper provides an examination of the foundations, efficacy, and effectiveness of a set of practices associated with improved social studies and history learning and literacy outcomes for middle grade students, including students with varying learning needs (e.g., English learners, students with disabilities). This approach, Promoting Adolescents’ Comprehension of Text, has been the focus of multiple randomized controlled trials, including a …
Direct impact of mindset on reading-based outcomes in upper elementary students with reading difficulties
Mindset involves an array of beliefs related to the malleability of certain attributes, including intelligence. One’s growth mindset comprises a variety of cognitive and motivational factors (e.g., learning goals, effort beliefs) and the perception that skill attainment and outcome in any domain are tethered to personal effort. A fixed mindset encompasses goals, beliefs, and perceptions that skill level is not malleable or impacted by effort. Str…
Promoting adolescents’ comprehension of text
What We Know and Need to Know about Literacy Interventions for Elementary Students with Reading Difficulties and Disabilities, including Dyslexia
The purpose of this paper is to describe what we know and what we still need to learn about literacy intervention for children who experience significant difficulties learning to read. We reviewed 14 meta‐analyses and systematic reviews of experimental and quasi‐experimental studies published in the last decade that examined the effects of reading and writing interventions in the elementary grades, including research focused on students with read…
Elementary Classroom Vocabulary Experiences
This study aimed to examine language at the teacher/classroom level among second-grade classrooms that differ in socioeconomic backgrounds. Measures of teachers’ vocabulary input across the school day throughout the school year were examined. There was a significant difference in the proportion of academic word use between classes that differed in the percentage of students on free or reduced-price lunch. Teachers in classes of students from high…
Linguistic Predictors of Single-Word Spelling in First-Grade Students With Speech and/or Language Impairments
The purpose of this study was (a) to compare the single-word spelling performance of first graders across four groups that varied by speech and language status; and (b) to determine the linguistic predictors of first-grade spelling for children with speech and/or language impairment compared to children with typical development. First-grade children ( N = 529) completed measures of spelling, early word reading, expressive vocabulary, phonological…
Comparing the Effects of Reading Intervention Versus Reading and Mindset Intervention for Upper Elementary Students With Reading Difficulties
The primary purpose of this study was to examine the effects of providing mindset intervention in addition to reading intervention compared with only reading intervention for fourth graders with reading difficulties. Reading intervention was provided daily in 45 min sessions throughout the school year. Mindset intervention occurred in small groups for 24–30 min lessons. Multilevel structural equation modeling (SEM) via n-level SEM was used to acc…
Current Evidence on the Effects of Intensive Early Reading Interventions
Many students at risk for or identified with reading disabilities need intensive reading interventions. This meta-analysis provides an update to the Wanzek and Vaughn synthesis on intensive early reading interventions. Effects from 25 reading intervention studies are analyzed to examine the overall effect of intensive early reading interventions as well as relationships between intervention and student characteristics related to outcomes. The wei…
Implementation of a Text-Based Content Intervention in Secondary Social Studies Classes
We describe teacher fidelity (adherence to the components of the treatment as specified by the research team) based on a series of studies of a multicomponent intervention, Promoting Acceleration of Comprehension and Content Through Text (PACT), with middle and high school social studies teachers and their students. Findings reveal that even with highly specified materials and implementing practices that are aligned with effective reading compreh…
Student Perceptions of Instruction in Middle and Secondary U.S. History Classes
Today’s social studies teachers and students face an unprecedented time of standards and accountability. Students bring influences that may interact with the instructional context teachers provide for learning. Eighth- and 11th-grade U.S. history students (n = 512) from 11 schools (23 teachers), diverse in location, ethnicity, and socioeconomic status, provided their perceptions of the instructional context. Student responses provided generally p…
Improving Reading Comprehension and Social Studies Knowledge in Middle School
This study aimed to determine the efficacy of a content acquisition and reading comprehension treatment implemented by eighth‐grade social studies teachers. Using a within‐teacher design, the eighth‐grade teachers’ social studies classes were randomly assigned to treatment or comparison conditions. Teachers ( n = 5) taught the same instructional content to both treatment and comparison classes, but the treatment classes used instructional practic…
Tier 3 Interventions for Students With Significant Reading Problems
This article provides an overview of research on intensive reading interventions to inform Tier 3 instruction for students with reading disabilities. Tier 3 interventions are typically provided to those students who demonstrate inadequate progress after receiving less intensive Tier 2 interventions. A conceptual overview of Tier 3 interventions within a Response to Intervention model is provided, along with a review of research on effectiveness o…
Improving Reading Comprehension and Social Studies Knowledge in Middle School
This study aimed to determine the efficacy of a content acquisition and reading comprehension treatment implemented by eighth‐grade social studies teachers. Using a within‐teacher design, the eighth‐grade teachers’ social studies classes were randomly assigned to treatment or comparison conditions. Teachers ( n = 5) taught the same instructional content to both treatment and comparison classes, but the treatment classes used instructional practic…
Tier 3 Interventions for Students With Significant Reading Problems
This article provides an overview of research on intensive reading interventions to inform Tier 3 instruction for students with reading disabilities. Tier 3 interventions are typically provided to those students who demonstrate inadequate progress after receiving less intensive Tier 2 interventions. A conceptual overview of Tier 3 interventions within a Response to Intervention model is provided, along with a review of research on effectiveness o…
Improving Reading Comprehension and Social Studies Knowledge in Middle School
This study aimed to determine the efficacy of a content acquisition and reading comprehension treatment implemented by eighth‐grade social studies teachers. Using a within‐teacher design, the eighth‐grade teachers’ social studies classes were randomly assigned to treatment or comparison conditions. Teachers ( n = 5) taught the same instructional content to both treatment and comparison classes, but the treatment classes used instructional practic…
Student Perceptions of Instruction in Middle and Secondary U.S. History Classes
Today’s social studies teachers and students face an unprecedented time of standards and accountability. Students bring influences that may interact with the instructional context teachers provide for learning. Eighth- and 11th-grade U.S. history students (n = 512) from 11 schools (23 teachers), diverse in location, ethnicity, and socioeconomic status, provided their perceptions of the instructional context. Student responses provided generally p…
Implementation of a Text-Based Content Intervention in Secondary Social Studies Classes
We describe teacher fidelity (adherence to the components of the treatment as specified by the research team) based on a series of studies of a multicomponent intervention, Promoting Acceleration of Comprehension and Content Through Text (PACT), with middle and high school social studies teachers and their students. Findings reveal that even with highly specified materials and implementing practices that are aligned with effective reading compreh…
Current Evidence on the Effects of Intensive Early Reading Interventions
Many students at risk for or identified with reading disabilities need intensive reading interventions. This meta-analysis provides an update to the Wanzek and Vaughn synthesis on intensive early reading interventions. Effects from 25 reading intervention studies are analyzed to examine the overall effect of intensive early reading interventions as well as relationships between intervention and student characteristics related to outcomes. The wei…
Linguistic Predictors of Single-Word Spelling in First-Grade Students With Speech and/or Language Impairments
The purpose of this study was (a) to compare the single-word spelling performance of first graders across four groups that varied by speech and language status; and (b) to determine the linguistic predictors of first-grade spelling for children with speech and/or language impairment compared to children with typical development. First-grade children ( N = 529) completed measures of spelling, early word reading, expressive vocabulary, phonological…
Comparing the Effects of Reading Intervention Versus Reading and Mindset Intervention for Upper Elementary Students With Reading Difficulties
The primary purpose of this study was to examine the effects of providing mindset intervention in addition to reading intervention compared with only reading intervention for fourth graders with reading difficulties. Reading intervention was provided daily in 45 min sessions throughout the school year. Mindset intervention occurred in small groups for 24–30 min lessons. Multilevel structural equation modeling (SEM) via n-level SEM was used to acc…
Elementary Classroom Vocabulary Experiences
This study aimed to examine language at the teacher/classroom level among second-grade classrooms that differ in socioeconomic backgrounds. Measures of teachers’ vocabulary input across the school day throughout the school year were examined. There was a significant difference in the proportion of academic word use between classes that differed in the percentage of students on free or reduced-price lunch. Teachers in classes of students from high…
Direct impact of mindset on reading-based outcomes in upper elementary students with reading difficulties
Mindset involves an array of beliefs related to the malleability of certain attributes, including intelligence. One’s growth mindset comprises a variety of cognitive and motivational factors (e.g., learning goals, effort beliefs) and the perception that skill attainment and outcome in any domain are tethered to personal effort. A fixed mindset encompasses goals, beliefs, and perceptions that skill level is not malleable or impacted by effort. Str…
Promoting adolescents’ comprehension of text
What We Know and Need to Know about Literacy Interventions for Elementary Students with Reading Difficulties and Disabilities, including Dyslexia
The purpose of this paper is to describe what we know and what we still need to learn about literacy intervention for children who experience significant difficulties learning to read. We reviewed 14 meta‐analyses and systematic reviews of experimental and quasi‐experimental studies published in the last decade that examined the effects of reading and writing interventions in the elementary grades, including research focused on students with read…
Promoting Adolescents’ Comprehension of Text
This paper provides an examination of the foundations, efficacy, and effectiveness of a set of practices associated with improved social studies and history learning and literacy outcomes for middle grade students, including students with varying learning needs (e.g., English learners, students with disabilities). This approach, Promoting Adolescents’ Comprehension of Text, has been the focus of multiple randomized controlled trials, including a …
Reframing the Most Important Special Education Policy Debate in 50 Years
For decades, there have been competing visions of how and where to educate students with disabilities (SWDs) in America’s K-12 schools. One conception is that general classrooms can accommodate the learning needs of virtually all children. A second approach calls for multiple placement options. Over the years, the context in which this disagreement has played out has changed as educators have shifted from a reliance on special classes to trust in…
Student Feedback Use During Cross-Age Peer Tutoring
High-quality feedback is a powerful tool to support student learning with benefits for both those who receive and provide feedback. This study investigates the frequency and type of feedback fourth- and fifth-grade students used when delivering Sound Partners lessons to a younger peer. Results indicate that student tutors were successful in providing responsive academic and behavioral feedback for their younger tutee, with more than 850 instances…
The Efficacy of a Content Area Reading Comprehension Intervention for Students With Disabilities
This pilot study investigated the efficacy of the Promoting Adolescent Comprehension Through Text (PACT) intervention, a social studies content knowledge and reading comprehension set of practices implemented with social studies classes including students with disabilities. Social studies general education teachers were provided with professional development on the PACT and differentiation practices to support students with disabilities in the ge…
Psychology (14 works) · Mathematics education (11 works) · Reading and Literacy Development (11 works) · Linguistics (9 works) · Developmental psychology (8 works) · Pedagogy (8 works) · Reading comprehension (7 works) · Computer Science (6 works) · Medicine (6 works) · Cognitive and developmental aspects of mathematical skills (5 works)