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Peer reviewedTorgesen, Joseph K.; Alexander, Ann W.; Wagner, Richard K.; Rashotte, Carol A.; Voeller, Kytja K. S.; Conway, Tim – Journal of Learning Disabilities, 2001
Sixty children (ages 8-10) with severe reading disabilities received daily intensive one-to-one instruction that differed in depth and extent of instruction in phonemic awareness and phonemic decoding. Both approaches were highly effective in improving reading accuracy and comprehension although measures of reading rate showed continued severe…
Descriptors: Elementary Education, Individual Instruction, Instructional Effectiveness, Intervention
