The Effectiveness of a Group Reading Instruction Program with Poor Readers in Multiple Grades

By C. A. Rashotte, Kay MacPhee, J. Torgesen. 2001

153 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/195bdf2798eceaf015be301b2d3662c9e63a7f28

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In Developmental and Educational Psychology

In Education

In Statistics and Probability

Citations in the corpus

Identifying and teaching children and young people with dyslexia and literacy difficulties : an independent report (2009, background): “In the case of dyslexia and motor co-ordination difficulties, on the other hand, it is argued by Rochelle and Talcott (2006) that their co-occurrence entails no causal connection from one to the other.”
Effectiveness of spelling interventions for learners with dyslexia: A meta-analysis and systematic review (2020, background): “We did not combine the two intervention groups (phonological awareness intervention, orthographic intervention) of Gustafson et al. (2007) and the three subgroups (1–2 grade, 3–4 grade, 5–6 grade) of the study by Rashotte et al. (2001), to ensure that we did not lose important information.”
Increasing Elementary-aged Students’ Reading Fluency with Small-group Interventions: A Comparison of Repeated Reading, Listening Passage Preview, and Listening Only Strategies (2009, background): “As described above, LO procedures can be easily implemented with groups of students, which may be considered by many educators as an advantage over other types of reading interventions that are employed with only one student at a time (Rashotte et al. 2001; Witt et al. 1984).”
Essentials of Assessing, Preventing, and Overcoming Reading Difficulties (2015, background): “In fact, it has been shown in multiple empirical studies that a large proportion of students at risk for reading difficulties, as well as students with severe reading disabilities, can develop and maintain normalized reading skills when provided with the right kind of intervention (Alexander, Anders”