Intensive remedial instruction for children with severe reading disabilities

By A. Sandler. 2001

226 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/7022afaf8918a12bcba100f1a7f4231eb7e4a96d

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In Developmental and Educational Psychology

Citations in the corpus

Service Delivery for Response to Intervention: Core Components and Directions for Future Research (2007, background): “…(e.g., Deno, 1985; Shinn, 2002), protocols for evidence-based instruction and intervention (e.g., Vaughn, Linan-Thompson, & Hickman, 2003; Torgesen et al., 2001; Vellutino et al., 1996), multitiered models for assisting students (e.g., Vaughn, 2003; Walker & Shinn, 2002), and functional…”
How Vocabulary Interventions Affect Young Children at Risk: A Meta-Analytic Review (2013, background): “Although Torgesen and his colleagues (Torgesen et al., 2001) demonstrated powerful instructional effects of one-on-one instruction, other studies (e.”
Prediction of Reading Comprehension: Relative Contributions of Word Recognition, Language Proficiency, and Other Cognitive Skills Can Depend on How Comprehension Is Measured (2006, background): “…Francis, Fletcher, Schatschneider, & Metha, 1998; Olson, Wise, Johnson, & Ring, 1997; Rashotte, MacPhee, & Torgesen, 2001; Shaywitz et al., 2004; Torgesen et al., 2001; Torgesen et al., 1999).1 Although robust improvements in word recogni- 278 CUTTING AND SCARBOROUGH 1Note that not all…”
Predictive Validity of Early Literacy Indicators From the Middle of Kindergarten to Second Grade (2009, background): “Clearly, the core skills targeted by DIBELS have empirical support underscoring their relevance (Ehri, Nunes, Stahl, et al., 2001; Grossen, 1997; Simmons, & Kame’enui, 1998; Smith et al., 1998; Torgesen et al., 1994, 2001; Wolf et al., 2000).”
Teachers' Knowledge of Literacy Concepts, Classroom Practices, and Student Reading Growth (2009, background): “…and its effect on student outcomes is particularly troubling, given accumulating evidence demonstrating the impact of instructional practices on student learning (Connor et al., 2007; Connor, Piasta, et al., 2009; National Reading Panel, 2000; Roberts & Meiring, 2006; Torgesen et al., 2001).”
Redefining Learning Disabilities as Inadequate Response to Instruction: The Promise and Potential Problems (2003, background): “These studies, as well as others (e.g., Torgesen, Alexander, Wagner, Rashotte, Voeller, & Conway, 2001; Vellutino et al., 1996), have provided intensive supplemental instruction to increase the amount of time for reading and to reduce the instructional group size.”
Effectiveness of a Supplemental Early Reading Intervention Scaled up in Multiple Schools (2010, background): “For example, Torgesen et al. (2001) provided reading intervention for 2 hr daily over 8 weeks to students served in special education in Grades 3 to 5 who had seriously impaired word recognition.”
Kindergarten Reading Interventions for At-Risk Students: Twenty Year s of Research (2004, background): “Such deficits in phonological awareness processing have been found to influence significantly early word-level reading skills (Torgesen et al., 2001; Wagner et al., 1997).”
Development of left occipitotemporal systems for skilled reading in children after a phonologically- based intervention. (2004, background): “Another strength relates to the 1-year postintervention follow-up, a time considered critical by Torgesen et al (2001) in studies of the effects of reading interventions on reading outcome.”
Synthetic phonics and the teaching of reading (2008, background): “Torgesen et al. (2001) argued that the goal of any intensive intervention is to produce large changes in reading ability that were maintained over time and that ‘the clear conclusion from this research is that the EP and ADD conditions were equally successful’ (p. 51).”
Effectiveness of a Spanish Intervention and an English Intervention for English-Language Learners at Risk for Reading Problems (2006, background): “…problems are associated with poor educational and social outcomes and children with reading difficulties rarely outgrow these difficulties, a preventive approach to early reading difficulties is necessary (Lyon, Fletcher, Fuchs, & Chhabra, 2006; Torgesen et al., 2001; Vellutino et al., 1996).”