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Sylvia Thompson

Sylvia Thompson's picture

Contact Info

Office Location: 
352 HEDCO Education Bldg
(541) 346-2483
Associate Professor
Ph.D. in Special Education The University of Texas at Austin
M.S. in Early Childhood/Special Education University of Miami
B.S. in Education, The University of Texas at Austin
Research and Outreach Unit(s): 

Dr. Sylvia Linan-Thompson is an associate professor at the University of Oregon in the Department of Special Education and Clinical Sciences and is affiliated with the Center on Teaching and Learning. Her primary research interests are examining appropriate instructional and assessment practices for English learners. She was previously at The University of Texas. She also works on interantional development projects in education and has collaborated with the World Bank, UNESCO, and the US Agendcy for Internatinal Development on education projects in Latin America and the Caribbean, Africa, and Asia.


Selected Articles

Klingner, J. K., Boele, A., Linan-Thompson, S. & Rodrgiguez, D. (2014). Essential components of special education for English language learners with learning disabilities. Learning Disabilities Research and Practice, 29, 93-96. 

*Kim, W. & Linan-Thompson, S. (2013). The Effects of Self-Regulation on Science Vocabulary Acquisition of English Language Learners with Learning Difficulties. Remedial and Special Education, 34, 225-236.

*Gallegos, J., Linan-Thompson, S., & Stark, K. (2013). Preventing childhood anxiety and depression: Testing the Effectiveness of a School-Based Program in Mexico. Psicología Educativa, 19, 37-44.

Linan-Thompson, S. (2010). Response to instruction, English language learners and disproportionate representation: The role of assessment. Psicothema 2010. Vol. 22, nº 4, pp. 970-974.

Vaughn, S, Martinez, L.R., Linan-Thompson, S., Reutebuch, C.K., Carlson, C.D., & Francis, D.J. (2009). Enhancing social studies vocabulary and comprehension for seventh-grade English language learners: Findings from two experimental studies.  Journal of Research on Educational Effectiveness, 2, 297-324.

Linan-Thompson, S. & Ortiz, A. A. (2009). Response to Intervention and English Language Learners: Instructional and Assessment Considerations. Seminars in Speech and Language, 30, 105-120.

Reese, L., Linan-Thompson, S., & Goldenberg, C. (2008). Variability in community characteristics and Spanish-speaking children’s home language and literacy opportunities. Journal of Multilingual and Multicultural Development, 4, 271-290.

Harn, B. A., Linan-Thompson, S., & Roberts, G. (2008). Intensifying instruction: Does additional instructional time make a difference for the most at-risk first graders? Journal of Learning Disabilities, 41 115-125.

Linan-Thompson, S., Cirino, P. T., & Vaughn, S. (2007). Determining English Language Learners Response to Intervention: Questions and some answers. Learning Disabilities Quarterly 30, 185-196.

Linan-Thompson, S., Vaughn, S., Prater, K., & Cirino, P. T. (2006). The response to intervention of English language learners at-risk for reading problems. Journal of Learning Disabilities, 39, 390-398.  

Vaughn, S., Linan-Thompson, S., Mathes, P. G., Cirino, P. T, Carleson, C., Francis, D. G., Durodola, S. P., & Hagan, E. C. (2006) Effectiveness of Spanish Intervention for 1st Grade English language learners at risk for reading difficulties. Journal of Learning Disabilities, 39, 56-73. 

Linan-Thompson, S., Bryant, D. P. Dickinson, S., & Kouzekanani, K. (2005). Spanish literacy instruction for at-risk kindergarten students. Remedial and Special Education, 26, 236- 244.

Vaughn, S., Linan-Thompson, S., & Hickman-Davis, P. (2003). Response to treatment as a means for identifying students with reading/learning disabilities. Exceptional Children, 69, 391-410. 

Linan-Thompson, S., Vaughn, S., Hickman-Davis, P., & Kouzekanani, K. (2003). Effectiveness of supplemental reading instruction for English language learners with reading difficulties. Elementary School Journal, 103, 221-238. 


Dr. Linan-Thompson has focused her resaerch on the instructional needs of English learners (ELs). She has she been PI or Co-PI of longitudinal intervention research projects that developed and examined reading interventions for struggling readers who are monolingual English speakers, English language learners and bilingual students acquiring Spanish literacy in elementary and middle school. She is currently examining the English writing development of ELs with and with our learning disabilities. She has also studied the efficacy of Response to Instruction frameworks in dual language schools serving a high percentage of ELs.