The Prevention of Reading Difficulties

By J. Torgesen. 2002

666 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/1883d53a69296da5987b0569dd193a39289698a8

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In Developmental and Educational Psychology

In Education

In Statistics and Probability

Citations in the corpus

Educational Programs for Elementary Students with Learning Disabilities: Can They be Both Effective and Inclusive? (2011, background): “…Foorman and Torgesen (2001), Gersten et al. (2009a, b), Rosenshine and Stevens (1986), Swanson (2008), Swanson (2001), Swanson and Hoskyn (1998), Torgesen (2000, 2002). provided with the intensive, high-quality instruction that they needed that could result in signiﬁcant improvements in their…”
Teaching Students with Moderate Intellectual Disabilities to Read: An Experimental Examination of a Comprehensive Reading Intervention (2010, neutral): “Good readers fully process print, attending to the inner structure of each word that is read (Adams, 1990; Ehri, 2005; Ehri & McCormick, 1998; Torgesen, 2002).”
Does professional development reduce the influence of teacher stress on teacher–child interactions in pre-kindergarten classrooms?☆ (2018, background): “…teachers provide high quality instruction by fostering a eeper understanding of academic concepts through open-ended uestions, problem solving, and real-world application, and by ncouraging language development through conversation, repetiion, and elaboration (Hamre & Pianta, 2005; Torgesen, 2002).”
Evaluating Curriculum-Based Measurement Slope Estimates Using Data From Triannual Universal Screenings (2008, background): “Early identification of students in need of academic assistance results in a greater likelihood of academic success and a decrease in the likelihood that students will need continual special education services (Jenkins & O’Connor, 2002; Torgesen, 2002 ).”
Conditions for Sustaining Research-Based Practices in Early Reading Instruction (2004, background): “…of children at risk for reading difficulties: phonological awareness and identification of letter sounds, rapid naming of letters, vocabulary knowledge, and word reading (Fletcher et al., 2002; O’Connor & Jenkins, 1999; Torgesen, 2002; Vellutino, Scanlon, & Lyon, 2000; Wood, Hill, & Meyer, 2001).”
Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? (2005, background): “Torgesen (2002) provides an explicit example of this type of instruction applied to the area of reading by suggesting three primary ways in which everyday teaching can contribute to growth in reading skills: the provision of explicit teaching experiences and practice (i.e., phonemic skills,…”
Cattell–Horn–Carroll cognitive‐achievement relations: What we have learned from the past 20 years of research (2010, background): “, letter identification or knowledge of concepts of print), cognitive markers often mentioned as relevant to reading by proponents of some RTI models (Fletcher et al., 2002; Torgesen, 2002) have included (with our corresponding CHC broad or narrow ability classification) picture naming or receptive ”
Predictive Validity of Early Literacy Indicators From the Middle of Kindergarten to Second Grade (2009, background): “The foundation of an effective approach to prevent reading failure and disability is to target early literacy skills that are predictive of later reading success (Good et al., 1998; Torgesen, 1998, 2002).”
Contribution of Working Memory Capacity to Children’s Reading Comprehension: A Longitudinal Investigation (2005, methodology): “The finding of a close relationship between the development of decoding skills and children’s phonological skills allowed to devise methods for the prevention and remediation of reading disabilities (Borstom & Elbro, 1997; Byrne & Fielding-Barnsley, 1995; Hatcher, Hulme, & Ellis, 1994; Lundberg, Fro”
Examination of the Predictive Validity of Preschool Early Literacy Skills (2007, background): “Children who enter school behind their peers in language and early literacy development are unlikely to catch up (Fletcher & Lyon, 1998; Juel, 1988; Scarborough, 2002; Torgeson, 2002) and are at high risk for reading failure (Fey, Catts, & Larrivee, 1995; Stanovich, 1986; Whitehurst & Lonigan, 2002)”
Making “secondary intervention” work in a three-tier responsiveness-to-intervention model: findings from the first-grade longitudinal reading study of the National Research Center on Learning Disabilities (2008, background): “Most studies have overpredicted risk status (Badian, 1994; Catts, 1991; Felton, 1992; O’Connor & Jenkins, 1999; Scarborough, 1998; Torgesen et al., 1999; Uhry, 1993), with estimates of false positives ranging from 20% to 60% (see Jenkins & O’Connor, 2002; Torgesen, 2002b ).”
Using Measures of Number Sense to Screen for Difficulties in Mathematics: Preliminary Findings (2005, background): “achievement gaps in reading ( Torgesen, 2002; Vaughn et al., 2003), fundamental changes”
3. RESEARCH ON TEACHING READING (2004, background): “…& Smith, 2000–2002; Curtis & Longo, 1999; Davidson & Strucker, 2002; Wagner & Venezky, 1999), for reading disability instruction (Shaywitz, 2003; Torgesen, 2002; Torgeson et al., 2001; Wolf, 2001), and for elementary literacy skills, particularly issues surrounding phonological awareness,…”
Early Training in Oral Comprehension and Phonological Skills: Results of a Three-Year Longitudinal Study (2010, background): “Finally, training studies have provided evidence that phonological training before learning to read helps children acquire word identification skills (Bus & van Ijzendoorn, 1999; Ehri, Nunes, Willows, et al., 2001; Torgesen, 2002).”