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Download full textTorgesen, Joseph K.; Mathes, Patricia G. – 2002
This manual is designed to help Florida teachers incorporate assessment and instruction of phonological awareness into their pre-reading and reading curriculum. The first section describes what phonological awareness is and how it is related to reading instruction. It summarizes research evidence on the role of phonological awareness in reading…
Descriptors: Beginning Reading, Computer Assisted Instruction, Computer Software, Early Childhood Education
Peer reviewedMathes, Patricia G.; Torgesen, Joseph K. – Peabody Journal of Education, 1998
Students with special needs share the same basic needs for literacy instruction. General-education teachers should maintain primary responsibility for literacy education for all students, while special educators and reading specialists provide support. This paper examines obstacles to quality literacy instruction, offering a school-based case…
Descriptors: Case Studies, Elementary Education, Literacy Education, Mainstreaming
Peer reviewedMathes, Patricia G.; Torgesen, Joseph K. – Educational Researcher, 2000
Responds to an article on how research shaped educational policy, examining misrepresented policymaking activities, correcting mistakes about the range and utility of National Institute of Child Health and Human Development (NICHD) research on reading, correcting misperceptions of NICHD-supported research efforts that might arise in the minds of…
Descriptors: Educational Policy, Educational Research, Elementary Secondary Education, Equal Education
Peer reviewedMathes, Patricia G.; Torgesen, Joseph K.; Allor, Jill Howard – American Educational Research Journal, 2001
Studied the efficacy of Peer-Assisted Learning Strategies for First-Grade Readers (PALS-1) with children of varying reading ability and the impact of adding 8 to 10 hours of phonological awareness instruction by computer to the PALS-1 curriculum for low-achieving students. Results for 183 first graders show that PALS-1 enhanced reading ability,…
Descriptors: Computer Assisted Instruction, Elementary School Students, Grade 1, Peer Teaching
A Comparison of Teacher-Directed versus Peer-Assisted Instruction to Struggling First-Grade Readers.
Peer reviewedMathes, Patricia G.; Torgesen, Joseph K.; Clancy-Menchetti, Jeanine; Santi, Krist; Nicholas, Karen; Robinson, Carol; Grek, Marcia – Elementary School Journal, 2003
This study compared peer-assisted reading instruction, small-group teacher-directed reading instruction, and typically undifferentiated instruction for struggling first-grade readers. Results suggested that both peer-assisted and small-group teacher-directed instruction enhanced reading performance of struggling readers more than typical,…
Descriptors: Comparative Analysis, Elementary School Students, Elementary School Teachers, Grade 1
