Decoding and Fluency: Foundation Skills for Struggling Older Readers

By Anita L. Archer, M. Gleason, Vicky L. Vachon. 2003

183 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/9d2132f2dc37b311eae25fe640c5c85c25260dff

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Greg Roberts
2. J. Torgesen
3. Nancy Scammacca
4. S. Vaughn
5. Douglas Fuchs
6. D. Share
7. Lynn S. Fuchs
8. J. Rose

In Education

1. Alison G. Boardman
2. Greg Roberts
3. P. Leone
4. J. Torgesen
5. Nancy Scammacca
6. S. Vaughn
7. Douglas Fuchs
8. J. Rose

In Statistics and Probability

1. Greg Roberts
2. J. Torgesen
3. Nancy Scammacca
4. S. Vaughn
5. Douglas Fuchs
6. J. Rose
7. Nancy L. Waldron
8. J. McLeskey

Citations in the corpus

• Evidence–Based Strategies for Reading Instruction of Older Students with Learning Disabilities (2008, background): “They identify most of the words in text automatically, allowing them to focus on higher order processes, such as understanding, inferring, and interpreting (Archer et al., 2003; Osborn, Lehr, & Hiebert, 2003).”
• Organizing and Delivering Empirically Based Literacy Instruction to Incarcerated Youth (2005, background): “When listening comprehension exceeds reading comprehension, poor decoding and slow and inaccurate reading of text are often the major cause (Archer et al., 2003).”