References
Beck, I.L., & Juel, C. (1995). The role of decoding in learning to read. American Educator, 19, 8-20.
Beck, I.L., McKeown, M.G. & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: The Guilford Press.
Buck, J. & Torgesen, J.K. (2003). The Relationship Between Performance on a Measure of Oral Reading Fluency and Performance on the Florida Comprehensive Assessment Test. Technical Report #1, Florida Center for Reading Research, Tallahassee, FL.
Chall, J. S. (1983). Stages of reading development. New York: McGraw Hill.
Denton, C.A. & Mathes, P.G. (2003). Intervention for struggling readers: possibilities and challenges. In Foorman, B. R. (Ed.) Preventing and Remediating Reading Difficulties: Bringing Science to Scale.(pp. 229-252). Parkton, MD: York Press.
Foorman, B.R., Seals, L.M., Anthony, J., & Pollard-Durodola, S. (2003). A vocabulary enrichment program for third and fourth grade African-american students: Description, implementation and impact. . In Foorman, B. R. (Ed.) Preventing and Remediating Reading Difficulties: Bringing Science to Scale.(pp. 419-444). Parkton, MD: York Press.
Foorman, B.R., Francis, D.J., Shaywitz, S.E., Shaywitz, B.A., & Fletcher, J.M. (1997). The case for early intervention. In. B. Blachman (Ed.) Foundations of reading acquisition and dyslexia. (pp. 243-264). Mahwah, NJ: Lawrence Erlbaum Associates.
Gough, P. B. (1996). How children learn to read and why they fail. Annals of Dyslexia, 46, 3-20.
Hanushek, E.A., Kain, J.F., & and Rivkin, S.G. (1998). Does special education raise academic achievement for students with disabilities? National Bureau of Economic Research, Working Paper No. 6690, Cambridge, MA.
Hiebert, E.H. (in press). In pursuit of an effective, efficient vocabulary curriculum for elementary students. In E.H. Hiebert and M. Kamil (Eds.) Bringing Scientific Research to Practice: Vocabulary. Parkton, MD; York Press.
Hoover, W.A., & Gough, P.B. (1990). The simple view of reading. Reading and Writing, 2, 127-160.
Liberman, I.Y., Shankweiler, D., & Liberman, A.M. (1989). The alphabetic principle and learning to read. In Shankweiler, D. & Liberman, I.Y. (Eds.), Phonology and reading disability: Solving the reading puzzle(pp.1-33). Ann Arbor, MI: U. of Michigan Press.
Lonigan, C. J. (2003). Development and promotion of emergent literacy skills in children at-risk of reading difficulties. . In Foorman, B. R. (Ed.) Preventing and Remediating Reading Difficulties: Bringing Science to Scale.(pp. 23-50). Parkton, MD: York Press.
Lyon, G.R. (1995). Towards a definition of dyslexia. Annals of Dyslexia, 45, 3-27.
McGuinnes, C., McGuiness, D., & McGuiness, G. (1996). Phono-Graphix: A new method for remediating reading difficulties. Annals of Dyslexia, 46, 73-96.
National Reading Panel (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. National Institute of Child Health and Human Development, Washington, D.C.
Share, D. L., & Stanovich, K. E. (1995). Cognitive processes in early reading development: A model of acquisition and individual differences. Issues in Education: Contributions from Educational Psychology, 1, 1-57.
Snow, C.E., Burns, M.S. & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
Snow, 2002
Snow, C.E., Burns, M.S. & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
Torgesen, J.K. (1999). Phonologically based reading disabilities: Toward a coherent theory of one kind of learning disability. In R.J. Sternberg & L. Spear-Swerling (Eds.), Perspectives on Learning Disabilities. (pp. 231-262). New Haven: Westview Press.
Torgesen, J.K. (2000). Individual differences in response to early interventions in reading: The lingering problem of treatment resisters. Learning Disabilities Research and Practice, 15, 55-64.
Torgesen, J.K., Alexander, A., Alexander, J., and Rashotte, C. (2003). Effects of a fluency oriented intervention for older children with severe reading disabilities. Unpublished manuscript, Florida State University, Tallahassee, FL
Torgesen, J.K., Rashotte, C.A., Alexander, A. (2001). Principles of fluency instruction in reading: Relationships with established empirical outcomes. In M. Wolf (Ed. ), Dyslexia, Fluency, and the Brain. Parkton, MD: York Press.
Torgesen, J.K. & Wagner, R. K. (1998). Alternative diagnostic approaches for specific developmental reading disabilities. Learning Disabilities Research and Practice.13, 220-232.
Torgesen, J.K. (1999b). Phonologically based reading disabilities: Toward a coherent theory of one kind of learning disability. In R.J. Sternberg & L. Spear-Swerling (Eds.), Perspectives on Learning Disabilities. (pp. 231-262). New Haven: Westview Press.
Truch, S. (2003) Effects of intensive remedial reading intervention using the Phono-Graphix program. Poster presented at meetings of the International Dyslexia Association, San Diego, CA.
Previous Page
(Conclusion)

