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.
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
