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Congress of the U.S., Washington, DC. House Committee on Education and the Workforce. – 2002
A field hearing of the United States House of Representatives' Committee on Education and the Workforce, entitled "Closing the Achievement Gap by Improving Reading Instruction," was held at Lancaster Elementary School in Orlando, Florida, on November 13, 2001. The hearing begins with welcoming statements by the committee chairman and one of the…
Descriptors: Academic Achievement, Administrator Role, Elementary Education, Hearings
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Lowenthal, B. – European Journal of Special Needs Education, 1988
Short-term memory deficits are examined as precursors of learning disabilities in early childhood. The theories of Jean Piaget, Robbie Case, and Joseph Torgesen are reviewed to construct a theoretical framework. Supportive experimental studies are described, followed by implications for remediation and intervention. (Author/JDD)
Descriptors: Early Childhood Education, Intervention, Learning Disabilities, Learning Theories
Torgesen, Joseph – Florida Center for Reading Research, 2007
We will never teach all our students to read if we do not teach our most at-risk students to read. Another way to say this is: "Getting to 100% requires going through the bottom 20%." Teaching all students to read requires a school level system for early identification of at-risk students and a school level system for providing those students with…
Descriptors: Intervention, High Risk Students, Identification, Guidelines
Torgesen, Joseph K. – Florida Center for Reading Research, 2007
The use of the term "response to intervention" focuses on its potential utility for diagnosis of learning disabilities. In this context, "response to intervention" can be understood as a diagnostic approach for determining which students are entitled to special educational services. It is important to notice that the validity of the RTI diagnostic…
Descriptors: Learning Disabilities, Reading Instruction, Response to Intervention, Disability Identification
Crawford, Elizabeth; Torgesen, Joseph – Florida Center for Reading Research, 2007
One of the most critical needs in Florida's "Reading First" schools is to improve the effectiveness of interventions for struggling readers. For example, during the 2005-2006 school year, only 17% of first grade students who began the year at some level of risk for reading difficulties finished the year with grade level skills on the Dynamic…
Descriptors: Reading Research, Emergent Literacy, Grade 3, Grade 2
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Hudson, Roxanne F.; Torgesen, Joseph K.; Lane, Holly B.; Turner, Stephen J. – Reading and Writing: An Interdisciplinary Journal, 2012
Despite the recent attention to text reading fluency, few studies have studied the construct of oral reading rate and accuracy in connected text in a model that simultaneously examines many of the important variables in a multi-leveled fashion with young readers. Using Structural Equation Modeling, this study examined the measurement and…
Descriptors: Reading Comprehension, Reading Fluency, Early Reading, Phonemics
Rissman, Lila M.; Miller, Debra H.; Torgesen, Joseph K. – Center on Instruction, 2009
The purpose of this "Adolescent Literacy Walk-Through for Principals" ("ALWP") is to help principals monitor and support adolescent literacy instruction in their schools more effectively. To meet the goals of improving adolescent literacy in grades four through twelve, principals must be familiar with what literacy instruction should include and…
Descriptors: Intervention, Knowledge Level, Literacy, Professional Development
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Kantor, Patricia Thatcher; Wagner, Richard K.; Torgesen, Joseph K.; Rashotte, Carol A. – Journal of Learning Disabilities, 2011
The goal of the current study was to compare two forms of dynamic assessment and standard assessment of preschool children's phonological awareness. The first form of dynamic assessment was a form of scaffolding in which item formats were modified in response to an error so as to make the task easier or more explicit. The second form of dynamic…
Descriptors: Direct Instruction, Phonology, Phonological Awareness, Validity
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Roberts, Greg; Torgesen, Joseph K.; Boardman, Alison; Scammacca, Nancy – Learning Disabilities Research & Practice, 2008
Over a quarter of 8th-grade students and more than one-third of 4th graders do not read well enough to understand important concepts and acquire new knowledge from grade-level text. For students with learning disabilities, the numbers are more troubling. This article describes features of evidence-based instruction for students who continue to…
Descriptors: Elementary Secondary Education, Reading Improvement, Learning Disabilities, Grade 4
Torgesen, Joseph – 2001
In the fourth grade, 38% of all children have reading skills below the "basic" level, according to the National Assessment of Educational Progress. Many of these students are recommended for special education services because of their reading difficulties. Recent research on reading difficulties in young children demonstrates that early…
Descriptors: Early Intervention, Elementary Education, Literacy, Professional Development
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Torgesen, 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
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Shanahan, Timothy; Callison, Kim; Carriere, Christine; Duke, Nell K.; Pearson, P. David; Schatschneider, Christopher; Torgesen, Joseph – What Works Clearinghouse, 2010
Strong reading comprehension skills are central not only to academic and professional success, but also to a productive social and civic life. These skills build the capacity to learn independently, to absorb information on a variety of topics, to enjoy reading, and to experience literature more deeply. Despite the growing demand for highly…
Descriptors: Reading Comprehension, Beginning Reading, Reading Instruction, Teaching Methods
Torgesen, Joseph K.; Foorman, Barbara R.; Wagner, Richard K. – Florida Center for Reading Research, 2007
Dyslexia is a term that has been applied since the early part of the 20th Century to many students with reading difficulties. The term comes from medicine, but its broadest application is within education. Many educators, however, remain confused about the term in spite of the fact that major advances in the understanding of dyslexia have been…
Descriptors: Dyslexia, Reading Difficulties, Remedial Instruction, Disability Identification
Torgesen, Joseph; Houston, Debra; Rissman, Lila; Kosanovich, Marcia – Center on Instruction, 2007
If a principal's goal is to improve the overall quality of reading instruction in his school, this guide can help him identify the most critical changes that must be made. It describes the types of instruction and leadership activities necessary to help all children become proficient readers in elementary school. It does not contain all the…
Descriptors: Reading Research, Reading Instruction, Principals, Elementary School Students
Kosanovich, Marcia; Ladinsky, Karen; Nelson, Luanne; Torgesen, Joseph – Florida Center for Reading Research, 2007
This document was prepared to provide guidance to "Reading First" coaches and teachers regarding alternative lesson structures for providing small group, differentiated instruction to students in grades K-3 within "Reading First" schools in Florida. The motivation for the development of this document stemmed from specific weaknesses in student…
Descriptors: Reading Fluency, Decoding (Reading), Emergent Literacy, Grade 3
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