Individual Differences in Response to Early Interventions in Reading: The Lingering Problem of Treatment Resisters
Individual Differences in Response to Early Interventions in Reading: The Lingering Problem of Treatment Resisters
复制标题
对阅读早期干预反应的个体差异：治疗抵抗者挥之不去的问题
DOI：
10.1207/sldrp1501_6
复制
发表时间：
2000
影响因子：
1.8
通讯作者：
J. Torgesen
中科院分区：
文献类型：
--
作者：
J. Torgesen
The goal of many recent intervention studies has been to examine the conditions that must be in place for all children to acquire adequate reading skills. Although the ultimate goal of reading instruction is to help children acquire the skills necessary to comprehend text, an important subgoal for early reading instruction is to teach children to identify words accurately on the printed page. Five recent studies of methods to prevent reading difficulties were examined in light of the goal that every child should acquire adequate word reading skills during early elementary school. It was estimated that our best current methods, if applied broadly, would leave anywhere from 2% to 6% of children with inadequate word reading skills in the first and second grades. Several broad characteristics of these "treatment resisters" are identified, and the implications of these findings for future research are discussed.
随着儿童从初级读者发展为熟练阅读者，语音处理能力和单词级阅读之间关系的变化：一项为期 5 年的纵向研究。
影响因子：
4
作者：
Wagner,RK;Torgesen,JK;Rashotte,CA;Hecht,SA;Barker,TA;Burgess,SR;Donahue,J;Garon,T
通讯作者：
Garon,T