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Direct linkTorgesen, 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 reviewedTorgesen, Joseph K. – Exceptional Children, 1986
Recent cognitive analyses of the reading process indicate that learning disabled children with word decoding problems will be limited in the development of higher level reading comprehension skills. Microcomputer technology affords the repetitive word recognition practice necessary for successful decoding. (JC)
Descriptors: Cognitive Processes, Cognitive Psychology, Computer Assisted Instruction, Decoding (Reading)
Torgesen, Joseph K. – Learning Disabilities Focus, 1986
The paper cites research which suggests that computers be programmed to deliver effective practice in basic decoding skills. Three evaluation studies are presented that show how currently available programs can be used to increase decoding fluency in children with reading problems. (CL)
Descriptors: Computer Assisted Instruction, Decoding (Reading), Elementary Secondary Education, Learning Disabilities
Peer reviewedTorgesen, Joseph K. – Special Services in the Schools, 1984
The article evaluates current knowledge about instructional use of computers with young children and suggests priorities for their use with mildly handicapped children, specifically delivery of highly motivational, speed-oriented practice on basic academic skills in reading and math. Examples of currently available software are presented and…
Descriptors: Basic Skills, Computer Assisted Instruction, Elementary Education, Mathematics
Peer reviewedTorgesen, Joseph K.; And Others – Learning Disability Quarterly, 1988
The study evaluated the relative effectiveness of three variations of a computer program designed to increase the sight-word reading vocabulary of 17 learning-disabled children in grades 1,2, and 3. No differences among the visual-only, the visual-auditory, or auditory-only presentation modes were observed. (Author/DB)
Descriptors: Beginning Reading, Computer Assisted Instruction, Courseware, Educational Technology
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
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 reviewedTorgesen, Joseph K.; Barker, Theodore A. – Learning Disability Quarterly, 1995
This article provides examples of ways computer-assisted instruction can help children with learning disabilities (LD) learn to read more effectively. Computer programs providing training in phonological awareness, specific context-free word identification skills, and reading of connected text are described, and preliminary evidence of their…
Descriptors: Computer Assisted Instruction, Computer Software, Elementary Secondary Education, Learning Disabilities
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
