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Download full textTorgesen, Joseph K.; Wagner, Richard K.; Rashotte, Carol A.; Herron, Jeannine – Florida Center for Reading Research, 2018
The purpose of this study was to examine the relative effectiveness of two computer supported approaches to teaching beginning reading skills that differed in important aspects of their instructional approach and emphasis. One of the programs was "Auditory Discrimination in Depth," which provides very explicit instruction and practice in…
Descriptors: Experimental Groups, Control Groups, At Risk Students, Decoding (Reading)
Direct linkKantor, 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
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
Peer reviewedRashotte, Carol A.; Torgesen, Joseph K. – Reading Research Quarterly, 1985
Investigates whether improved fluency and comprehension across different stories in repeated reading depend on the degree of word overlap among passages and whether repeated reading is more effective than an equivalent amount of nonrepetitive reading. (HOD)
Descriptors: Computer Assisted Instruction, Elementary Education, Feedback, Learning Disabilities
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 reviewedTorgesen, Joseph K.; Wagner, Richard K.; Rashotte, Carol A. – Scientific Studies of Reading, 1997
Reports preliminary results of a 2.5 year project in which 138 special needs children received instruction by three methods which differed in intensity and degree of explicitness of instruction in phonological awareness and phonetic decoding strategies. Finds a clear advantage in phonetic reading ability for one group of children at the end of…
Descriptors: Early Intervention, Instructional Effectiveness, Primary Education, Reading Difficulties
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
Peer reviewedHecht, Steven A.; Burgess, Stephen R.; Torgesen, Joseph K.; Wagner, Richard K.; Rashotte, Carol A. – Reading and Writing: An Interdisciplinary Journal, 2000
Presents a longitudinal study that aims to further understanding of reasons for social class differences in growth of decoding and reading comprehension skills from beginning kindergarten through children's fourth grade year. Finds that the reasons for social class differences in growth of reading skills depended on the time interval that was…
Descriptors: Decoding (Reading), Elementary Education, Longitudinal Studies, Reading Comprehension
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
