Joseph K Torgesen
Biographic Data
| ID | 1661453 |
|---|---|
| NAME | Joseph K Torgesen |
| GIVEN NAMES | Joseph K |
| FAMILY NAME | Torgesen |
| SIGNATURE | TORGESEN J K |
| AFFILIATIONS | Florida State University |
| VERIFIED | No |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 272 |
| AUTHOR COUNT | 21 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1978 |
| LATEST PUBLICATION YEAR | 2010 |
| H-INDEX | 6 |
Computer-assisted instruction to prevent early reading difficulties in students at risk for dyslexia: Outcomes from two instructional approaches
The Adequacy of Tools for Assessing Reading Competence: A Framework and Review
Assessment of student performance is critical for developing effective instructional policy and designing programs responsive to individual students’ needs. To gauge the adequacy of available assessment tools for achieving these ends, the Reading First Assessment Committee (RFAC) developed criteria for evaluating the adequacy of reading measures for use in kindergarten through Grade 3 and applied those criteria to a sample of prominently used ass…
Intensive Remedial Instruction for Children with Severe Reading Disabilities: Immediate and Long-term Outcomes From Two Instructional Approaches
Sixty children with severe reading disabilities were randomly assigned to two instructional programs that incorporated principles of effective instruction but differed in depth and extent of instruction in phonemic awareness and phonemic decoding skills. All children received 67.5 hours of one-to-one instruction in two 50-minute sessions per day for 8 weeks. Both instructional programs produced very large improvements in generalized reading skill…
The Relations between Phonological Processing Abilities and Emerging Individual Differences in Mathematical Computation Skills: A Longitudinal Study from Second to Fifth Grades
The Effects of Peer-Assisted Literacy Strategies for First-Grade Readers With and Without Additional Computer-Assisted Instruction in Phonological Awareness
This research examined the efficacy and feasibility of (a) Peer-Assisted Learning Strategies for First-Grade Readers (1st-Grade PALS) conducted for 35-min sessions, three times per week for 16 weeks with first-grade children of varying reading ability, and (b) the impact of adding 8–10 hr of phonological awareness instruction via the computer to the curriculum already including 1st-Grade PALS with low-performing children. Conducted in naturally c…
Individual Differences in Response to Early Interventions in Reading: The Lingering Problem of Treatment Resisters
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 diff…
A Call for Equity in Reading Instruction for All Students: A Response to Allington and Woodside-Jiron
A Call for Equity in Reading Instruction for All Students: A Response to Allington and Woodside-Jiron
The program of research on reading sponsored by the National Institute of Child Health and Human Development (NICHD) is one important source of information for practitioners choosing best practices for early literacy instruction. On the basis of evidence from both normal and disabled readers, this research indicates that multiple factors are critical to early literacy success and that phonological knowledge and skill is one such element. The util…
Preventing reading failure in young children with phonological processing disabilities: Group and individual responses to instruction.
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…
All Children Can Learn To Read: Critical Care for the Prevention of Reading Failure
In this article, we present the position that students with special needs, regardless of causation, share the same basic needs for literacy instruction. What sets special needs learners apart from higher performing learners is that systematic, explicit instruction appears to be critical rather than merely beneficial and that special needs students require more instructional time and opportunity to practice reading. The need for greater explicitne…
All Children Can Learn To Read: Critical Care for the Prevention of Reading Failure
Contributions of Phonological Awareness and Rapid Automatic Naming Ability to the Growth of Word-Reading Skills in Second-to Fifth-Grade Children
A longitudinal-correlational design was used to test the hypothesis that individual differences in rapid automatic naming make a unique contribution to explaining the growth of orthographic reading skills in 2 overlapping periods of development: second to fourth grade, and third to fifth grade. Separate analyses were done on the entire sample of approximately 200 children as well as on subsamples selected for impairment in word-reading developmen…
Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A 5-year longitudinal study
Relations between phonological processing abilities and word-level reading skills were examined in a longitudinal correlational study of 216 children. Phonological processing abilities, word-level reading skills, and vocabulary were assessed annually from kindergarten through 4th grade, as the children developed from beginning to skilled readers. Individual differences in phonological awareness were related to subsequent individual differences in…
Longitudinal Studies of Phonological Processing and Reading
O ne of the most exciting developments in research on reading over the last two decades is the emerging consensus about the importance of phonological processing abilities in the acquisition of early reading skills (Shankweiler & Liberman, 1989; Stanovich, 1988; Wagner & Torgesen, 1987). As the term is used by those who study early reading development, phonological processing refers to an individual's mental operations that make use of the phonol…
Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study
Results from a longitudinal correlational study of 244 children from kindergarten through 2nd grade indicate that young children's phonological processing abilities are well-described by 5 correlated latent abilities: phonological analysis, phonological synthesis, phonological coding in working mem-ory, isolated naming, and serial naming. These abilities are characterized by different developmental rates and remarkably stable individual differenc…
The Role of Orthographic Processing Skills on Five Different Reading Tasks
Theodore A. Barker, Joseph K. Torgesen, Richard K. Wagner, The Role of Orthographic Processing Skills on Five Different Reading Tasks, Reading Research Quarterly, Vol. 27, No. 4 (Autumn, 1992), pp. 334-345
The nature of phonological processing and its causal role in the acquisition of reading skills
Three bodies of research that have developed in relative isolation center on each of three kinds of phonological processing: phonological awareness, awareness of the sound structure of language; phonological receding in lexical access, receding written symbols into a sound-based representational system to get from the written word to its lexical referent; and phonetic receding in working memory, recoding written symbols into a sound-based represe…
Repeated Reading and Reading Fluency in Learning Disabled Children
THIS STUDY investigated 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. Nonfluent, learning disabled students read passages presented and timed by a computer under three different conditions. In Conditions 1 and 2 (repeated reading) the same passage was read …
The Reliability of a Standard Vigilance Paradigm with Children
Verbal Vs. Nonverbal and Complex Vs. Simple Responses in the Paired-Associate Learning of Poor Readers
The relative ability of 38 fourth-grade boys, good and poor readers, to learn paired-associate lists requiring either verbal or nonverbal responses was assessed with four different tasks. Two of the tasks required either simple or complex verbal responses, while the other two involved learning simple and complex oral, nonverbal responses. The stimuli for all tasks were letter-like visual figures drawn on cards. The good readers learned more effic…
Performance of Reading Disabled Children on Serial Memory Tasks: A Selective Review of Recent Research
Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A 5-year longitudinal study
Relations between phonological processing abilities and word-level reading skills were examined in a longitudinal correlational study of 216 children. Phonological processing abilities, word-level reading skills, and vocabulary were assessed annually from kindergarten through 4th grade, as the children developed from beginning to skilled readers. Individual differences in phonological awareness were related to subsequent individual differences in…
Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study
Results from a longitudinal correlational study of 244 children from kindergarten through 2nd grade indicate that young children's phonological processing abilities are well-described by 5 correlated latent abilities: phonological analysis, phonological synthesis, phonological coding in working mem-ory, isolated naming, and serial naming. These abilities are characterized by different developmental rates and remarkably stable individual differenc…
The nature of phonological processing and its causal role in the acquisition of reading skills
Three bodies of research that have developed in relative isolation center on each of three kinds of phonological processing: phonological awareness, awareness of the sound structure of language; phonological receding in lexical access, receding written symbols into a sound-based representational system to get from the written word to its lexical referent; and phonetic receding in working memory, recoding written symbols into a sound-based represe…
The Role of Orthographic Processing Skills on Five Different Reading Tasks
Theodore A. Barker, Joseph K. Torgesen, Richard K. Wagner, The Role of Orthographic Processing Skills on Five Different Reading Tasks, Reading Research Quarterly, Vol. 27, No. 4 (Autumn, 1992), pp. 334-345
A Call for Equity in Reading Instruction for All Students: A Response to Allington and Woodside-Jiron
The program of research on reading sponsored by the National Institute of Child Health and Human Development (NICHD) is one important source of information for practitioners choosing best practices for early literacy instruction. On the basis of evidence from both normal and disabled readers, this research indicates that multiple factors are critical to early literacy success and that phonological knowledge and skill is one such element. The util…
Repeated Reading and Reading Fluency in Learning Disabled Children
THIS STUDY investigated 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. Nonfluent, learning disabled students read passages presented and timed by a computer under three different conditions. In Conditions 1 and 2 (repeated reading) the same passage was read …
The Effects of Peer-Assisted Literacy Strategies for First-Grade Readers With and Without Additional Computer-Assisted Instruction in Phonological Awareness
This research examined the efficacy and feasibility of (a) Peer-Assisted Learning Strategies for First-Grade Readers (1st-Grade PALS) conducted for 35-min sessions, three times per week for 16 weeks with first-grade children of varying reading ability, and (b) the impact of adding 8–10 hr of phonological awareness instruction via the computer to the curriculum already including 1st-Grade PALS with low-performing children. Conducted in naturally c…
The Adequacy of Tools for Assessing Reading Competence: A Framework and Review
Assessment of student performance is critical for developing effective instructional policy and designing programs responsive to individual students’ needs. To gauge the adequacy of available assessment tools for achieving these ends, the Reading First Assessment Committee (RFAC) developed criteria for evaluating the adequacy of reading measures for use in kindergarten through Grade 3 and applied those criteria to a sample of prominently used ass…
All Children Can Learn To Read: Critical Care for the Prevention of Reading Failure
In this article, we present the position that students with special needs, regardless of causation, share the same basic needs for literacy instruction. What sets special needs learners apart from higher performing learners is that systematic, explicit instruction appears to be critical rather than merely beneficial and that special needs students require more instructional time and opportunity to practice reading. The need for greater explicitne…
Performance of Reading Disabled Children on Serial Memory Tasks: A Selective Review of Recent Research
Verbal Vs. Nonverbal and Complex Vs. Simple Responses in the Paired-Associate Learning of Poor Readers
The relative ability of 38 fourth-grade boys, good and poor readers, to learn paired-associate lists requiring either verbal or nonverbal responses was assessed with four different tasks. Two of the tasks required either simple or complex verbal responses, while the other two involved learning simple and complex oral, nonverbal responses. The stimuli for all tasks were letter-like visual figures drawn on cards. The good readers learned more effic…
The Reliability of a Standard Vigilance Paradigm with Children
Repeated Reading and Reading Fluency in Learning Disabled Children
THIS STUDY investigated 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. Nonfluent, learning disabled students read passages presented and timed by a computer under three different conditions. In Conditions 1 and 2 (repeated reading) the same passage was read …
The nature of phonological processing and its causal role in the acquisition of reading skills
Three bodies of research that have developed in relative isolation center on each of three kinds of phonological processing: phonological awareness, awareness of the sound structure of language; phonological receding in lexical access, receding written symbols into a sound-based representational system to get from the written word to its lexical referent; and phonetic receding in working memory, recoding written symbols into a sound-based represe…
The Role of Orthographic Processing Skills on Five Different Reading Tasks
Theodore A. Barker, Joseph K. Torgesen, Richard K. Wagner, The Role of Orthographic Processing Skills on Five Different Reading Tasks, Reading Research Quarterly, Vol. 27, No. 4 (Autumn, 1992), pp. 334-345
Longitudinal Studies of Phonological Processing and Reading
O ne of the most exciting developments in research on reading over the last two decades is the emerging consensus about the importance of phonological processing abilities in the acquisition of early reading skills (Shankweiler & Liberman, 1989; Stanovich, 1988; Wagner & Torgesen, 1987). As the term is used by those who study early reading development, phonological processing refers to an individual's mental operations that make use of the phonol…
Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study
Results from a longitudinal correlational study of 244 children from kindergarten through 2nd grade indicate that young children's phonological processing abilities are well-described by 5 correlated latent abilities: phonological analysis, phonological synthesis, phonological coding in working mem-ory, isolated naming, and serial naming. These abilities are characterized by different developmental rates and remarkably stable individual differenc…
Contributions of Phonological Awareness and Rapid Automatic Naming Ability to the Growth of Word-Reading Skills in Second-to Fifth-Grade Children
A longitudinal-correlational design was used to test the hypothesis that individual differences in rapid automatic naming make a unique contribution to explaining the growth of orthographic reading skills in 2 overlapping periods of development: second to fourth grade, and third to fifth grade. Separate analyses were done on the entire sample of approximately 200 children as well as on subsamples selected for impairment in word-reading developmen…
Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A 5-year longitudinal study
Relations between phonological processing abilities and word-level reading skills were examined in a longitudinal correlational study of 216 children. Phonological processing abilities, word-level reading skills, and vocabulary were assessed annually from kindergarten through 4th grade, as the children developed from beginning to skilled readers. Individual differences in phonological awareness were related to subsequent individual differences in…
All Children Can Learn To Read: Critical Care for the Prevention of Reading Failure
In this article, we present the position that students with special needs, regardless of causation, share the same basic needs for literacy instruction. What sets special needs learners apart from higher performing learners is that systematic, explicit instruction appears to be critical rather than merely beneficial and that special needs students require more instructional time and opportunity to practice reading. The need for greater explicitne…
All Children Can Learn To Read: Critical Care for the Prevention of Reading Failure
Preventing reading failure in young children with phonological processing disabilities: Group and individual responses to instruction.
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…
Individual Differences in Response to Early Interventions in Reading: The Lingering Problem of Treatment Resisters
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 diff…
A Call for Equity in Reading Instruction for All Students: A Response to Allington and Woodside-Jiron
A Call for Equity in Reading Instruction for All Students: A Response to Allington and Woodside-Jiron
The program of research on reading sponsored by the National Institute of Child Health and Human Development (NICHD) is one important source of information for practitioners choosing best practices for early literacy instruction. On the basis of evidence from both normal and disabled readers, this research indicates that multiple factors are critical to early literacy success and that phonological knowledge and skill is one such element. The util…
Intensive Remedial Instruction for Children with Severe Reading Disabilities: Immediate and Long-term Outcomes From Two Instructional Approaches
Sixty children with severe reading disabilities were randomly assigned to two instructional programs that incorporated principles of effective instruction but differed in depth and extent of instruction in phonemic awareness and phonemic decoding skills. All children received 67.5 hours of one-to-one instruction in two 50-minute sessions per day for 8 weeks. Both instructional programs produced very large improvements in generalized reading skill…
The Relations between Phonological Processing Abilities and Emerging Individual Differences in Mathematical Computation Skills: A Longitudinal Study from Second to Fifth Grades
The Effects of Peer-Assisted Literacy Strategies for First-Grade Readers With and Without Additional Computer-Assisted Instruction in Phonological Awareness
This research examined the efficacy and feasibility of (a) Peer-Assisted Learning Strategies for First-Grade Readers (1st-Grade PALS) conducted for 35-min sessions, three times per week for 16 weeks with first-grade children of varying reading ability, and (b) the impact of adding 8–10 hr of phonological awareness instruction via the computer to the curriculum already including 1st-Grade PALS with low-performing children. Conducted in naturally c…
The Adequacy of Tools for Assessing Reading Competence: A Framework and Review
Assessment of student performance is critical for developing effective instructional policy and designing programs responsive to individual students’ needs. To gauge the adequacy of available assessment tools for achieving these ends, the Reading First Assessment Committee (RFAC) developed criteria for evaluating the adequacy of reading measures for use in kindergarten through Grade 3 and applied those criteria to a sample of prominently used ass…
Computer-assisted instruction to prevent early reading difficulties in students at risk for dyslexia: Outcomes from two instructional approaches
Psychology (21 works) · Reading and Literacy Development (18 works) · Linguistics (15 works) · Cognitive psychology (13 works) · Developmental psychology (12 works) · Mathematics education (12 works) · Cognitive and developmental aspects of mathematical skills (10 works) · Pedagogy (10 works) · Reading (process) (10 works) · Reading (process (9 works)