Critical Elements of Classroom and Small–Group Instruction Promote Reading Success in All Children

By B. Foorman, J. Torgesen. 2001

526 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/5c0abdfdb9dbf8d740cdbbfe9a47783ec5b16539

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Citations in the corpus

Starting small: Building preschool teacher knowledge that supports early literacy development (2009, background): “…has been shown to be valuable for most students and critical for those who do not perceive patterns intuitively (Adams, 1990; Blachman et al., 2004; Cunningham, 1990; Foorman & Torgesen, 2001; National Reading Panel, 2000; Oudeans, 2003; Rayner, Foorman, Perfetti, Pesetsky, & Seidenberg, 2001).”
The Comprehensive Language Approach to Early Literacy: The Interrelationships Among Vocabulary, Phonological Sensitivity, and Print Knowledge Among Preschool-Aged Children (2003, background): “One important related hypothesis is that a small percentage of children (as reviewed by Foorman & Torgesen, 2001, and by McCardle, Scarborough, & Catts, 2001) have serious deficiencies in phonemic awareness.”
Effects of a Supplemental Vocabulary Intervention on the Word Knowledge of Kindergarten Students at Risk for Language and Literacy Difficulties (2010, background): “Foorman and Torgesen (2001) suggest that students who are at risk require instruction at the Tier 2 level that is more explicit and comprehensive, more intensive, and more supportive than general Tier 1 classroom instruction.”
LANGUAGE BASIS OF READING DISABILITIES AND IMPLICATIONS FOR EARLY IDENTIFICATION AND REMEDIATION (2003, background): “In general, this work has shown that training in phonological awareness increases speech sound awareness, and in turn, improves reading achievement (Foorman & Torgesen, 2001; Foorman, Francis, Fletcher, Mehta, & Schatschneider, 1998).”
Literacy Instruction, SES, and Word–Reading Achievement in English–Language Learners and Children with English as a First Language: A Longitudinal Study (2004, background): “It is known that explicit and intensive teaching are essential features of classroom instruction aimed at promoting reading success in both L1 and ELL children (Foorman & Torgesen, 2001).”
Effects of Two Tutoring Programs on the English Reading Development of Spanish-English Bilingual Students (2004, background): “…of phonemic awareness, phonemic decoding skills, fluency in word recognition and text processing, construction of meaning, vocabulary, spelling, and writing (see Foorman & Torgesen, 2001; National Read- ing Panel, 2000; Rayner, Foorman, Perfetti, Pesetsky, & Seidenberg, 2001; Snow et al., 1998).”
Effectiveness of an English Intervention for First‐Grade English Language Learners at Risk for Reading Problems (2006, background): “…instruction for teaching phonemic awareness, phonemic decoding skills, fluency in word recognition and text processing, construction of meaning, vocabulary, spelling, and writing (see Foorman & Torgesen, 2001; National Reading Panel, 2000; Pressley, 1998; Rayner et al., 2001; Snow et al., 1998).”
Efficacy of supplemental phonics-based instruction for low-skilled kindergarteners in the context of language minority status and classroom phonics instruction. (2010, background): “They provided ongoing coaching and modeling of appropriate scaffolding to help paraeducators provide the type of support at-risk students often require to accomplish phonemic segmenting, decoding, and encoding tasks (Foorman & Torgesen, 2001; Juel, 1996).”
How Vocabulary Interventions Affect Young Children at Risk: A Meta-Analytic Review (2013, background): “However, a key difference according to many sources (e.g., Foorman & Torgesen, 2001; Torgesen et al., 2001) lies in the delivery of services, that is, the manner in which instruction is provided.”
Bringing Research–Based Practice in Reading Intervention to Scale (2003, background): “Although many children learn to read with seemingly little guidance from the teacher, those who struggle require instruction that is directive and explicit (see Foorman & Torgesen, 2001).”
Teaching Students with Moderate Intellectual Disabilities to Read: An Experimental Examination of a Comprehensive Reading Intervention (2010, unknown): “…reading problems for most children and greatly reducing the depth of reading problems for those who continue to experience difﬁculty, (e.g., Foorman & Torgesen, 2001; Mathes et al., 2005; Mathes & Denton, 2002; Denton & Mathes, 2003; National Reading Panel, 2000; Snow, Burns, & Grifﬁn,…”
Educational Accommodations for Students With Behavioral Challenges (2013, background): “…without disabilities, Hart et al. (2011) reasoned that small-group instruction has potential as an accommodation for students with ADHD, citing research that shows small-group instruction to be associated with increases in active learning in the general education setting (Foorman & Torgesen, 2001).”