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Direct linkTorgesen, Joseph K.; Wagner, Richard K.; Rashotte, Carol A.; Herron, Jeannine; Lindamood, Patricia – Annals of Dyslexia, 2010
The relative effectiveness of two computer-assisted instructional programs designed to provide instruction and practice in foundational reading skills was examined. First-grade students at risk for reading disabilities received approximately 80 h of small-group instruction in four 50-min sessions per week from October through May. Approximately…
Descriptors: Small Group Instruction, Reading Comprehension, Reading Difficulties, Intervention
Peer reviewedRashotte, Carol A.; MacPhee, Kay; Torgesen, Joseph K. – Learning Disability Quarterly, 2001
This study evaluated the effectiveness of a phonologically based reading program delivered to first- through sixth-grade impaired readers (N=115) in small groups. Post-tests after program completion found the program resulted in significantly better phonological awareness, decoding, reading accuracy, comprehension, and spelling. Improved skills…
Descriptors: Decoding (Reading), Elementary Education, Instructional Effectiveness, Phonics
Peer reviewedHecht, Steven A.; Torgesen, Joseph K.; Wagner, Richard K.; Rashotte, Carol A. – Journal of Experimental Child Psychology, 2001
Examined relations between phonological processing and emerging individual differences in math computation skills. Found that phonological memory, access rate to phonological codes in memory, and phonological awareness were uniquely associated with growth in number of computation procedures mastered from 92.5 to 134.8 months. Phonological…
Descriptors: Age Differences, Arithmetic, Children, Cognitive Development
