Patricia Vadasy, Ph.D.

Contact

Education & Training

Ph.D., 2000
University of Washington, Seattle, WA
Curriculum and Instruction, Early Reading Instruction

M.P.H., 1983
University of Washington, Seattle, WA
Maternal and Child Health

Patricia Vadasy, Ph.D., is a Senior Research Scientist at Oregon Research Institute. She has an extensive background in the acquisition of early alphabet and word reading skills, vocabulary instruction, and school-based intervention research. Patricia has been the principal investigator on eight United States Department of Education (DOE) funded projects, and co-investigator on three projects. She was the principal investigator on a series of research studies on supplemental early reading interventions. Patricia has published widely on her reading intervention research in peer-reviewed journals. She is the first author of the Sound Partners reading interventions (Vadasy et al., 2005; Vadasy, 2013), and co-author of Handbook of reading interventions (O’Connor & Vadasy, 2010).

Current Projects

An Investigation of Direct Instruction Spoken English for At-Risk English Learners

PROJECT PERIOD

07/01/15 - 06/30/19

FUNDING AGENCY

Institute of Education Sciences, U.S. Department of Education

CURRENT STATUS

Active and Recruiting

TEAM

Principal Investigator
Barbara Gunn

Co-Investigators
Erin Chaparro, Keith Smolkowski, Patricia Vadasy

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Alphabet Instruction Details for At-Risk Preschool Children

PROJECT PERIOD

07/01/15 - 06/30/18

FUNDING AGENCY

Institute of Education Sciences, U.S. Department of Education

CURRENT STATUS

Active and Not Recruiting

TEAM

Principal Investigator
Patricia Vadasy

Co-Investigators
Theresa Roberts

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Efficacy of Supplemental Early Vocabulary Connections Instruction for English Language Learners

PROJECT PERIOD

08/12/13 - 07/31/15

FUNDING AGENCY

United States Department of Education

CURRENT STATUS

Completed

TEAM

Principal Investigator
Patricia Vadasy

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Publications

Vadasy, P. F., & Sanders, E. A. (2015). Attention to orthographic and phonological word forms in vocabulary instruction for kindergarten English learners. Reading Psychology. DOI:10.1080/02702711.2015.1116477

Vadasy, P. F., Sanders, E. A., & Nelson, J. R. (2015). Effectiveness of supplemental kindergarten vocabulary instruction for English learners: A randomized study of immediate and longer-term effects of two approaches. Journal of Research on Educational Effectiveness, 8(4), 490-529.

Vadasy, P. F., Sanders, E. A., & Logan Herrera, B. (2015). Efficacy of rich vocabulary instruction in fourth and fifth grade classrooms. Journal of Research on Educational Effectiveness, 8(3), 325-365. DOI:10.1080/19345747.2015.1033120

Vadasy, P. F. and E. A. Sanders (2015). Incremental learning of difficult words in story contexts: The role of spelling and pronouncing new vocabulary. Reading and Writing 28(3): 371-394.

Abstract or Full Text

Vadasy, P.F., Nelson, J.R., & Sanders, E.A. (2012). Longer-term effects of a Tier 2 kindergarten vocabulary intervention for English learners. Remedial and Special Education.

Abstract or Full Text

Vadasy, P.F. (2013). Sound Partners: A one-to-one tutoring program for kindergarten students. Longmont, CO: Sopris West.

Vadasy, P. F., & Sanders, E. A. (2012). Two-year follow up of a code-oriented intervention for lower-skilled first-graders: The influence of language status and word reading skills on third-grade literacy outcomes. Reading and Writing: An Interdisciplinary Journal.

Abstract or Full Text

Vadasy, P.F., & Sanders, E.A. (2012). Two-year follow up of a kindergarten phonics intervention for English learners and native English speakers: Contextualizing treatment impacts by classroom literacy instruction. Journal of Educational Psychology.

Abstract or Full Text

Vadasy, P.F., & Nelson, J.R. (2012). Vocabulary instruction for struggling students. New York: Guilford Publications.

Vadasy, P.F. (2011). Cracking the code with supplemental tutoring. Better Evidence-Based Education, Fall, 10-11.

Nelson, J.R., Vadasy, P.F., & Sanders, E.A. (2011). Efficacy of a Tier 2 supplemental root word vocabulary and decoding intervention with kindergarten Spanish-speaking English learners. Journal of Literacy Research, 43, 2, 184-211.

Vadasy, P.F., & Sanders, E.A. (2011). Efficacy of supplemental phonics-based instruction for low-skilled first graders: How language minority status and pretest characteristics moderate treatment response. Scientific Studies of Reading.

Abstract or Full Text

Gunn, B. K., Smolkowski, K., & Vadasy, P. (2011). Evaluating the effectiveness of Read Well Kindergarten. Journal of Research on Educational Effectiveness, 4(1), 53-86.

O’Connor, R.E., & Vadasy, P.F. (Eds.) (2011). Handbook of Reading Interventions. New York: Guilford Publications.

Gunn, B., Vadasy, P. F., & Smolkowski, K. (2011). Instruction to help young children develop language and literacy skills: The roles of program design and instructional guidance. NHSA Dialog, 14, 157-173.

Vadasy, P.F., & Sanders, E.A. (2010). Efficacy of supplemental phonics instruction for low-skilled kindergarteners in the context of language-minority status and classroom phonics instruction. Journal of Educational Psychology, 102, 786-803.

Vadasy, P.F., & Sanders, E.A. (2009). Supplemental fluency intervention and determinants of reading outcomes. Scientific Studies of Reading, 13, 383-425.

Vadasy, P. F., & Sanders, E. A. (2008). Benefits of repeated reading intervention for low-achieving fourth- and fifth-grade students. Remedial and Special Education, 29, 235-249.

Vadasy, P. F., & Nelson, J. R. (2008). Early vocabulary connections: Important words to know and spell. Longmont, CO: Sopris West.

Vadasy, P. F., Sanders, E. A., & Abbott, R. D. (2008). Effects of supplemental early reading intervention at 2-year follow up: Reading skill growth patterns and predictors. Scientific Studies of Reading, 12(1), 51-89.

Vadasy, P.F., & Sanders, E.A. (2008). Individual tutoring for struggling readers: Moving research to scale with interventions implemented by paraeducators. In G. Reid, A. Fawcett, F. Manis, & L. Siegel (Eds.), The SAGE handbook of dyslexia (pp. 337-355). London: Sage Publications.

Vadasy, P. F., & Sanders, E. A. (2008). Repeated reading intervention: Outcomes and interactions with readers’ skills and classroom instruction. Journal of Educational Psychology, 100(2), 272-290.

Meyer, D.J., & Vadasy, P.F. (2008). Sibshops: Workshops for siblings of children with special needs. Revised edition. Baltimore: Brookes.

Vadasy, P. F., Sanders, E. A., & Tudor, S. (2007). Effectiveness of paraeducator-supplemented individual instruction: Beyond basic decoding skills. Journal of Learning Disabilities, 40(6), 508-525.

Vadasy, P. F., Sanders, E. A., & Tudor, S. (2007). Effectiveness of paraeducator-supplemented individual instruction: Beyond basic decoding skills. Journal of Learning Disabilities, 40(6), 508-525.

Causton-Theoharis, J. N., Giangreco, M. F., Doyle, M. B., & Vadasy, P. F. (2007). The “sous chefs” of literacy instruction. Teaching Exceptional Children, 40, 56-62.

Vadasy, P. F., Sanders, E. A., & Peyton, J. A. (2006). Code-oriented instruction for kindergarten students at risk for reading difficulties: A randomized field trial with paraeducator implementers. Journal of Educational Psychology, 98(3), 508-528.

O’Connor, R. E., Notari-Syverson, A., & Vadasy, P. F. (1998, 2006). Ladders to Literacy: A kindergarten activity book. Baltimore, MD: Paul H. Brookes.

Notari-Syverson, A., O’Connor, R. E., & Vadasy, P. F. (1998, 2006). Ladders to Literacy: A preschool activity book. Baltimore, MD: Paul H. Brookes.

Vadasy, P. F., Sanders, E. A., & Peyton, J. A. (2006). Paraeducator-supplemented instruction in structural analysis with text reading practice for second and third graders at risk for reading problems. Remedial and Special Education, 27(6), 365-378.

Vadasy, P. F., Sanders, E. A., & Peyton, J. A. (2005). Relative effectiveness of reading practice or word-level instruction in supplemental tutoring: How text matters. Journal of Learning Disabilities, 38(4), 364-380.

Vadasy, P. F., Wayne, S. K, O’Connor, R. E., Jenkins, J. R., Pool, K. P., & Peyton, J. A. (2005). Sound Partners: A one-to-one tutoring program in early reading skills. Longmont, CO: Sopris West.

Vadasy, P. F., Sanders, E. A., Jenkins, J. R., & Peyton, J. A. (2002). Timing and intensity of tutoring: A closer look at the conditions for effective literacy tutoring. Learning Disabilities Research and Practice, 17(4), 227-241.

Antil, L.R., Jenkins, J.R., Wayne, S.K., & Vadasy, P.F. (1998). Cooperative learning: Prevalence, conceptualizations, and the relation between research and practice. American Educational Research Journal, 35, 419-454.

O’Connor, R. E., Notari-Syverson, A., & Vadasy, P. (1998). First-grade effects of teacher-led phonological activities in kindergarten for children with mild disabilities: A follow-up study. Learning Disabilities Research and Practice, 13(1), 43-52.

Vadasy, P. F., Jenkins, J. R., Antil, L. R., Wayne, S. K., & O’Connor, R. E. (1997). Community-based early reading intervention for at-risk first graders. Learning Disabilities: Research and Practice, 12(1), 29-39.

Vadasy, P. F., Jenkins, J. R., Antil, L. R., Wayne, S. K., & O'Connor, R. E. (1997). The effectiveness of one-to-one tutoring by community tutors for at-risk beginning readers. Learning Disability Quarterly, 20 (1).

O’Connor, R. E., Notari-Syverson, A., & Vadasy, P. F. (1996). Ladders to literacy: The effects of teacher-led phonological activities for kindergarten children with and without disabilities. Exceptional Children, 63(1), 117-130.

Meyer, D.J., & Vadasy, P.F. (1996). Living with a brother or sister with special needs: A book for sibs. Seattle: University of Washington Press.

Experience

2011-
Senior Research Scientist
Oregon Research Institute, Eugene, OR

1989-2012
Senior Researcher
Washington Research Institute, Seattle, WA

1979-1989
Research Associate,
University of Washington, Experimental Education Unit 

1978-1979
Research Associate,
University of Washington, School of Dentistry

1975-1976
Research Assistant,
Wayne State University, Department of Community Medicine

Reviews of Published Research and Resources

The efficacy studies published by Patricia Vadasy and her colleagues have been reviewed by several panels of experts. The most extensive review was conducted by the Institute of Education Sciences’ What Works Clearinghouse (WWC). The WWC assesses the scientific merit of studies of the effectiveness of education interventions against WWC standards. The WWC website features a full report on the review, and a summary of major findings.

Research findings published by Vadasy and colleagues have also been reviewed by the National Center on Intensive Intervention, and by the Johns Hopkins University School of Education’s Center for Data-Driven Reform in Education, and published on their Best Evidence Encyclopedia website.

Links to each of these external websites follow:

What Works Clearinghouse

http://ies.ed.gov/ncee/wwc/interventionreport.aspx?sid=475

National Center on Intensive Intervention

Report on the research on kindergarten phonics intervention:

http://www.intensiveintervention.org/chart/instructional-intervention-tools/12935

http://www.intensiveintervention.org/chart/instructional-intervention-tools/12937

Report on the research on grade one phonics intervention:

http://www.intensiveintervention.org/chart/instructional-intervention-tools/12908

Best Evidence Encyclopedia

http://www.bestevidence.org/reading/strug/top.htm

In fall, 2014 Voyager/Sopris, the publisher of the Sound Partners phonics interventions that were developed and evaluated in the efficacy studies conducted by Dr. Vadasy and her colleagues between 1993-2007 uploaded research summaries and training videos on their web pages. The videos are designed to help non-teacher tutors supplement early reading instruction in important beginning phonics skills and are hosted by Voyager/Sopris to help schools prepare tutors to supplement instruction in critical early reading skills for struggling students. 

http://www.voyagersopris.com/curriculum/subject/literacy/sound-partners