Severe Reading Difficulties—Can They Be Prevented? A Comparison of Prevention and Intervention Approaches

By D. Scanlon, F. Vellutino, Sheila G. Small, Diane P. Fanuele, Joan M. Sweeney. 2005

111 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Information Systems

View Paper: https://www.semanticscholar.org/paper/bfaeab70633e67d5fd6a3ab7422de17c0cacef69

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. C. Schatschneider
2. Haiyan Zhang
3. F. Vellutino
4. D. Scanlon

In Education

1. C. Schatschneider
2. Haiyan Zhang
3. D. Scanlon
4. F. Vellutino

Citations in the corpus

• Using response to kindergarten and first grade intervention to identify children at-risk for long-term reading difficulties (2008, methodology): “More recently, Scanlon, Vellutino, Small, Fanuele, and Sweeney (2005) conducted a study designed to evaluate the utility of identifying children at risk for early reading difficulties at the beginning of kindergarten and implementing supplementary intervention during kindergarten, in order to prev”
• A Synthesis of Quantitative Research on Programs for Struggling Readers in Elementary Schools (2021, unknown): “+0.21 +0.45 +0.29 Lindamood Phonemic Sequencing (LiPS)/ Auditory Discrimination in Depth (ADD) Torgesen et al. (1997) SR 2 1/2 years 65 students K-2 50%W, 49%AA +0.84 +0.39 +0.69 Intensive Tutorial Intervention Scanlon et al. (2005) SR 1 year 93 students 1 Districts in Albany, NY area +0.44 +0.67 +0”