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| Torgesen, Joseph K. | 6 |
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Peer reviewedTorgesen, Joseph K. – Journal of Learning Disabilities, 1988
In response to a previous article, the paper discusses the distinction between basic and applied research, two contributions of applied research to theory concerning learning disabilities, and issues in metatheory development. (DB)
Descriptors: Elementary Secondary Education, Learning Disabilities, Research and Development, Research Needs
Peer reviewedTorgesen, Joseph K. – Journal of Learning Disabilities, 1989
In commenting on Linda Siegel's argument (in EC221505) that Intelligence Quotient is not causally related to reading difficulties, this paper argues that Intelligence Quotient is relevant to the definition of reading disabilities but that present knowledge may not justify its use in the selection of children for special services. (JDD)
Descriptors: Definitions, Educational Diagnosis, Elementary Secondary Education, Handicap Identification
Peer reviewedTorgesen, Joseph K.; And Others – Journal of Learning Disabilities, 1994
A longitudinal (from kindergarten through grade 2) study with 244 children evaluated 3 hypotheses regarding the causal relationship between phonological processing abilities and reading acquisition. The study found a bidirectional relationship between phonological processing skills and reading skills and stability in individual phonological…
Descriptors: Beginning Reading, Cognitive Processes, Etiology, Longitudinal Studies
Peer reviewedTorgesen, Joseph K.; Wagner, Richard K. – Journal of Learning Disabilities, 1992
This commentary on a paper by Diane Sawyer (EC 602 748) on relations between various language skills and the development of reading ability addresses potential limitations in the implementation of structural equation modeling. The commentary concludes that the data presented by Sawyer do not support the interpretation that reading comprehension…
Descriptors: Dyslexia, Language Acquisition, Language Skills, Reading Ability
Peer reviewedRobinson, Carol S.; Menchetti, Bruce M.; Torgesen, Joseph K. – Learning Disabilities: Research & Practice, 2002
This article proposes a two-factor theory of mathematics disabilities based on the premise that weak cognitive representations lead to poorer retrieval of information from long term memory. Comparison of children with math disabilities alone (MD) and those with both math and reading disabilities (MD/RD) suggests that weak phonological processing…
Descriptors: Cognitive Processes, Elementary Secondary Education, Etiology, Learning Disabilities
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
Lyon, G. Reid, Ed.; And Others – 1993
This book examines critical issues in classification and definition of learning disabilities; the development of theory in learning disabilities; the development of cognitive, developmental, and educational models of learning disabilities; and social and public policy in learning disabilities. After an introductory chapter by G. Reid Lyon and…
Descriptors: Classification, Cognitive Psychology, Definitions, Developmental Psychology
