What We Have Learned from Longitudinal Studies of Phonological Processing and Reading, and Some Unanswered Questions: A Response to Torgesen, Wagner, and Rashotte.

Blachman, Benita A.

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Peer reviewed

ERIC Number: EJ483531

Record Type: Journal

Publication Date: 1994

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ISSN: ISSN-0022-2194

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What We Have Learned from Longitudinal Studies of Phonological Processing and Reading, and Some Unanswered Questions: A Response to Torgesen, Wagner, and Rashotte.

Blachman, Benita A.

Journal of Learning Disabilities, v27 n5 p287-91 May 1994

This response to Torgesen et al. (EC 608 625) considers educational implications of their longitudinal study on phonological processing and beginning reading. It addresses the stability of phonological processing abilities, training in phoneme awareness, and variables that influence training effectiveness. (DB)

Descriptors: Beginning Reading, Instructional Effectiveness, Longitudinal Studies, Phonology, Primary Education, Reading Difficulties, Remedial Instruction, Training Methods

Publication Type: Journal Articles; Opinion Papers

Education Level: N/A

Audience: N/A

Language: English

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Authoring Institution: N/A

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