This postdoctoral program trained four postdoctoral fellows in interdisciplinary research in education sciences related to reading disabilities, with a special emphasis on response to intervention. The program was housed in the Department of Special Education and The Vaughn Gross Center, an interdisciplinary education research center with faculty from psychology, educational psychology, special education, speech and communication disorders, educational administration, and curriculum and instruction. The primary focus of the training program was on intervention research, but fellows also received training in measurement development, data analysis, and evaluation. Fellows received training in randomized control trials as well as quasi-experimental and single-case experimental designs. The fellowship centered on one or more research projects of the faculty, which addressed topics such as a) interventions in reading and math within a response-to-intervention model, b) curricula appropriate for early Spanish-speaking English language learners, and c) reading comprehension instruction.

Postdoctoral Fellows

Hairrell, Angela
Maynard, Brandy (ORCID)
Morgan, Gareth
Pyle, Nicole (ORCID)

As of 2020, Dr. Hairrell was the director of academic support services at Texas A&M University College of Medicine; Dr. Maynard was an associate professor at Saint Louis University; Dr. Morgan was president of Morgan Scientific, Inc; and Dr. Pyle was an associate professor at the Utah State University.

Products and Publications

Book chapter

Hairrell, A., Edmonds, M.S., Vaughn, S., and Simmons, D. (2010). Independent Silent Reading for Struggling Readers: Pitfalls and Potential. In E.H. Hiebert, and D.R. Reutzel (Eds.), Revisiting Silent Reading: New Directions for Teachers and Researchers (pp. 275–289). Newark, DE: International Reading Association.

Kelly, M.S., and Maynard, B.R. (2013). Solution-Focused Approach With Spiritual or Religious Clients. In J.S. Kim (Ed.), Solution-Focused Brief Therapy: A Multicultural Approach to Working With Minority Clients (pp. 194–205). New York: Sage.

Long, A., and Maynard, B.R. (2014). Treatment Integrity as Adult Behavior Change: A Review of Models. In L. Sanetti, and T. Kratochwill (Eds.), Treatment Integrity: A Foundation for Evidence-based Practice in Applied Psychology (pp. 55–77). Washington, DC: American Psychological Association Press. doi:10.1037/14275-005

Maynard, B.R., and Kelly, M.S. (2013). Solution-Focused Approach With Economically Poor Clients. In J.S. Kim (Ed.), Solution-Focused Brief Therapy: A Multicultural Approach to Working With Minority Clients (pp. 180–193). New York: Sage.

Vaughn, M.G., Salas-Wright, C.P., and Maynard, B.R. (2014). Drug Abuse, Addiction, and Crime: A Cell to Society Perspective. In B. Boutwell, K. Beaver, and J. C. Barnes (Eds.), The Nurture Versus Biosocial Debate in Criminology (pp. 333–350). Los Angeles: Sage.

Wexler, J., and Pyle, N. (2013). Effective Approaches to Increase Student Engagement. In C. Franklin, M.B. Harris, and P. Allen-Meares (Eds.), The School Services Sourcebook (2nd ed., pp. 381–394). New York: Oxford Press.

Journal article, monograph, or newsletter

Auza, A., and Morgan, G.P. (2013). The Use of Prepositions in a Story Retell: Comparison of Spanish-Speaking Children With Specific Language Impairment. Journal for the Study of Education and Development, 36(1): 35–49.

Auza, A., and Morgan, G.P. (2013). El Uso del Artículo en Niños Hispanohablantes con Trastorno Específico del Lenguaje (The Use of the Article by Spanish-Speaking Children With Specific Language Impairment). Revista Chilena de Fonoaudiología, 12, ág–03. doi: 10.5354/0719-4692.2013.29513

Brendel, K.L., and Maynard, B.R. (2014). Child-Parent Interventions for Childhood Anxiety Disorders: A Systematic Review and Meta-Analysis. Research on Social Work Practice, 24(3): 287–295. doi:10.1177/1049731513503713

Graves, A.W., Brandon, R., Duesbery, L., McIntosh, A.S., and Pyle, N. (2011). The Effects of Tier 2 Literacy Instruction in Sixth Grade: Toward the Development of a Response-to-Intervention Model in Middle School. Learning Disability Quarterly, 34(1): 73–86.

Graves, A.W., Duesbery, L., Pyle, N., Brandon, R., and McIntosh, A. (2011). Two Studies of Tier II Literacy Development: Throwing Sixth Graders a Lifeline. The Elementary School Journal, 111(4): 641–661. doi:10.1086/659036

Hairrell, A., Rupley, W.H., Edmonds, M.S., Larsen, R., Simmons, D., Wilson, V., and Vaughn, S. (2011). Examining the Impact of Teacher Quality on Fourth-Grade Students' Comprehension and Content-Area Achievement. Reading and Writing Quarterly, 27(3): 239–260. doi:10.1180/10573569.2011.560486

Hairrell, A., Simmons, D., Swanson, E.A., Edmonds, M.S., Vaughn, S., and Rupley, W.H. (2010). Translating Vocabulary Research to Social Studies Instruction: Before, During, and After Text-Reading Strategies. Intervention in School and Clinic, 46(4): 204–210. doi:10.1177/1053451210389606

Maynard, B.R., Beaver, K.M., Vaughn, M.G., DeLisi, M., and Roberts, G. (2014). Toward a Bioecological Model of School Engagement: A Biometric Analysis of Gene and Environmental Factors. Social Work Research, 38(3): 164–176. doi:10.1093/swr/svu018

Maynard, B.R., Kjellstrand, E.K., and Thompson, A.M. (2014). Effects of Check and Connect on Attendance, Behavior, and Academics: A Randomized Effectiveness Trial. Research on Social Work Practice, 24(3): 296–309. doi:10.1177/1049731513497804

Maynard, B.R., McCrea, K.T., Pigott, T.D., and Kelly, M.S. (2013). Indicated Truancy Interventions for Chronic Truant Students: A Campbell Systematic Review. Research on Social Work Practice, 23(1): 5–21. doi:10.1177/1049731512457207

Maynard, B.R., Peters, K.E., Vaughn, M.G., and Sarteschi, C.M. (2013). Fidelity in After-School Program Intervention Research: A Systematic Review. Research on Social Work Practice, 23(6): 613–623. doi:10.1177/1049731513491150

Maynard, B.R., Salas-Wright, C., Vaughn, M.G., and Peters, K. (2012). Who Are Truant Youth? Examining Distinctive Profiles of Truant Youth Using Latent Profile Analysis. Journal of Youth and Adolescence, 41: 1671–1684. doi:10.1007/s10964-012-9788-1

Maynard, B.R., Vaughn, M.G., and Sarteschi, C.M. (2014). The Empirical Status of Social Work Dissertation Research: Characteristics, Trends and Implications for the Field. British Journal of Social Work, 44(2): 267–289. doi:10.1093/bjsw/BCS123

Maynard, B.R., Vaughn, M.G., Sarteschi, K.M., and Berglund, A. (2014). Social Work Dissertation Research: Contributing to Scholarly Discourse or the File Drawer? British Journal of Social Work, 44(4): 1045–1062. doi:10.1093/bjsw/bcs172

Morgan, G.P., Restrepo, M.A., and Auza, A. (2013). Comparison of Spanish Morphology in Monolingual and Spanish-English Bilingual Children With and Without Language Impairment. Bilingualism: Language and Cognition, 16(3): 578–596. doi:10.1017/S1366728912000697

Pyle, N. (2011). Inclusion of Letter Knowledge, Phonemic Awareness, the Alphabetic Principle, and Oral Language is Supported for Early Reading Intervention for Kindergarteners With Language Difficulties. Evidence-Based Communication Assessment and Intervention, 5(1): 19–23. doi:10.1080/17489539.2011.588426

Pyle, N., and Vaughn, S. (2012). Remediating Reading Difficulties in a Response to Intervention Model With Secondary Students. Psychology in the Schools, 49(3): 273–284. doi:10.1002/pits.21593

Pyle, N., and Wexler, J. (2012). Preventing Students With Disabilities From Dropping Out. Intervention in School and Clinic, 47(5): 283–289. doi:10.1177/1053451211430118

Restrepo, M.A., Morgan, G.P., and Thompson, M.S. (2013). The Efficacy of a Vocabulary Intervention for Dual-Language Learners With Language Impairment. Journal of Speech, Language, and Hearing Research, 56(2): 748–765. doi:10.1044/1092-4388(2012/11-0173)x

Salas-Wright, C.P., Vaughn, M.G., and Maynard, B.R. (2014). Religiosity and Violence Among Adolescents in the United States: Findings From the National Survey on Drug Use and Health 2006–2010. Journal of Interpersonal Violence, 29(7): 1178–1200. doi:10.1177/0886260513506279

Solis, M., Ciullo, S., Vaughn, S., Pyle, N., Hassaram, B., and Leroux, A. (2012). Reading Comprehension Interventions for Middle School Students With Learning Disabilities: A Synthesis of 30 Years of Research. Journal of Learning Disabilities, 45(4): 327–340. doi:10.1177/0022219411402691

Swanson, E., Hairrell, A., Kent, S., Ciullo, S., Wanzek, J., and Vaughn, S. (2014). A Synthesis and Meta-Analysis of Reading Comprehension Interventions Delivered in Social Studies to Students With Learning Disabilities. Journal of Learning Disabilities, 47(2): 178–195. doi:10.1177/0022219412451131

Swanson, E.A., Edmonds, M.S., Hairrell, A., Vaughn, S., and Simmons, D. (2011). Applying a Cohesive Set of Comprehension Strategies to Content-Area Instruction. Intervention in School and Clinic, 46(5): 266–272. doi:10.1177/1053451210395385

Vaughn, M.G., DeLisi, M., Salas-Wright, C.P., and Maynard, B.R. (2014). Violence and Externalizing Behavior Among Youth in the United States: Is There a Severe 5%? Youth Violence and Juvenile Justice, 12(1): 3–21. doi:10.1177/1541204013478973

Vaughn, M.G., Maynard, B.R., Salas-Wright, C.P. Perron, B.E., and Abdon, A. (2013). Prevalence and Correlates of Truancy in the US: Results From a National Sample. Journal of Adolescence, 36(4): 767–776. doi:10.1016/j.adolescence.2013.03.015

Wexler, J., and Pyle, N. (2012). Dropout Prevention and the Model-Minority Stereotype: Reflections From an Asian American High School Dropout. Urban Review, 44(5): 551–570. doi:10.1007/s11256-012-0207-4

Nongovernment report, issue brief, or practice guide

Maynard, B.R., Brendel, K.L., Bulanda, J., and Pigott, T.D. (2013). Psychosocial Interventions for School Refusal Behavior in Elementary and Secondary School Students. Oslo, Norway: The Campbell Collaboration.

Maynard, B.R., McCrea, K.T., Pigott, T.D., and Kelly, M.S. (2013). Indicated Truancy Interventions: Effects on School Attendance Among Chronic Truant Students. Oslow, Norway: The Campbell Collaboration. doi:10.4073/csr.2012.10 Full text

Morgan, G.P., and Vaughn, S. (2011). A Review of High School Completion Rates and Dropout Prevention for Students Identified With Limited English Proficiency: A Report to the 82nd Texas Legislature. Austin, TX: The Meadows Center for Preventing Educational Risk, University of Texas at Austin.

Pyle, N., and Wexler, J. (2011). Dropout Prevention Practices. Logan, UT: Utah State University.

Wexler, J., Vaughn, S., Roberts, G., Pyle, N., Sayre, L., Fall, A., Flower, A., and Williams, J. (2011). Dropout Prevention Intervention Implementation Guide. Austin, TX: The University of Texas at Austin.