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ERIC Number: EJ621412
Record Type: Journal
Publication Date: 2001
Pages: N/A
Abstractor: N/A
ISSN: ISSN-0022-2194
Intensive Remedial Instruction for Children with Severe Reading Disabilities: Immediate and Long-Term Outcomes from Two Instructional Approaches.
Torgesen, Joseph K.; Alexander, Ann W.; Wagner, Richard K.; Rashotte, Carol A.; Voeller, Kytja K. S.; Conway, Tim
Journal of Learning Disabilities, v34 n1 p33-58,78 Jan-Feb 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 impairment. Twenty-four children were judged to no longer need special education. (Contains references.) (Author/DB)
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations
IES Cited: ED560820