article

Research Articles

 
 

Preventing Reading Failure in Young Children with Phonological Processing Disabilities: Group and Individual Responses to Instruction

Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Rose, E., Lindamood, P., Conway, T. W., & Garvan, C. (1999). Preventing reading failure in young children with phonological processing disabilities: Group and individual responses to instruction. Journal of Educational Psychology, 91, 579-593. doi:10.1037/0022-0663.91.4.579

Abstract
The relative effectiveness of 3 instructional approaches for the prevention of reading disabilities in young children with weak phonological skills was examined. Two programs varying in the intensity of instruction in phonemic decoding were contrasted with each other and with a 3rd approach that supported the children’s regular classroom reading program. The children were provided with 88 hr of one-to-one instruction beginning the second semester of kindergarten and extending through 2nd grade. The most phonemically explicit condition produced the strongest growth in word level reading skills, but there were no differences between groups in reading comprehension. Word level skills of children in the strongest group were in the middle of the average range. Growth curve analyses showed that beginning phonological skills, home background, and ratings of classroom behavior all predicted unique variance in growth of word level skills.

Access Full Article

Connect with us

Follow us for the latest news, stories, and more!

Request Information
Menu
Loading ...

Request Information

When you complete our form we'll email you our information packet.
We will reach out to you shortly. You may also call us at .

Choose at least one option. *
* required

Schedule a Learning
Ability Evaluation

Please fill out the form and we will be in touch to schedule an evaluation.

* required

Chat with a Live Representative