Learning to read is not natural for many individuals, who remain dependent on the skill, knowledge, and persistence of their teachers to acquire reading proficiency. Reading instruction, however, can be designed with greater validity than ever before because of a solid, converging body of scientific research on reading acquisition, reading processes, and reading disabilities. This special issue presents some of the major advances in methodologically and theoretically sound treatment research by the use of comprehensive and multivariate treatment protocols and individual growth-curve modeling.
Table of Contents
Volume 1, Number 3, 1997
^BContents: L.C. Moats, B.R. Foorman, Introduction to the Special Issue on Components of Effective Reading Intervention. D.M. Scanlon, F.R. Vellutino, A Comparison of the Instructional Backgrounds and Cognitive Profiles of Poor, Average, and Good Readers Who Were Initially Identified as At Risk for Reading Failure. J.K. Torgesen, R.K. Wagner, C.A. Rashotte, The Prevention and Remediation of Severe Reading Disabilities: Keeping the End in Mind. R.K. Olson, B. Wise, J. Ring, M. Johnson, Computer-based Remedial Training in Phoneme Awareness and Phonological Decoding: Effects on the Post-Training Development of Word Recognition. B.R. Foorman, D.J. Francis, D. Winikates, P. Mehta, C. Schatschneider, J.M. Fletcher, Early Interventions for Children with Reading Disabilities. M. Invernizzi, C. Rosemay, C. Juel, H.C. Richards, At-Risk Readers and Community Volunteers: A Three-Year Perspective.
Barbara R. Foorman (Edited by