Torgesen, J.K. (in press). Recent discoveries from research on remedial
interventions for children with dyslexia. In M. Snowling and C. Hulme
(Eds.). Advances from Research on Dyslexia. Oxford: Blackwell Publishers
Schatschneider, C. & Torgesen, J.K. (2004). Using our Current
Understanding of Dyslexia to Support Early Identification and Intervention.
Journal of Child Neurology, 19, 759-765.
Torgesen, J.K. (2004). Lessons Learned From the Last 20 Years of
Research on Interventions for Students who Experience Difficulty Learning
to Read. In McCardle, P. & Chhabra, V. (Eds.) The voice of evidence
in reading research. Baltimore: Brookes Publishing.
Torgesen, J.K., Rashotte, C.A., Alexander, A., Alexander, J., &
MacPhee, K. (2003). Progress towards understanding the instructional
conditions necessary for remediating reading difficulties in older
children. In B. Foorman (Ed.). Preventing and Remediating Reading
Difficulties: Bringing Science to Scale.(pp. 275-298). Parkton, MD:
York Press.
Torgesen, J.K. (2002). The prevention of reading difficulties. Journal
of School Psychology, 40, 7-26.
Mathes, P.G., Torgesen, J.K., & Allor, J.H. (2001). The effects
of peer-assisted literacy strategies for first-grade readers with
and without additional computer assisted instruction in phonological
awareness. American Educational Research Journal. 38, 371-410.
Torgesen, J.K., Alexander, A. W., Wagner, R.K., Rashotte, C.A., Voeller,
K., Conway, T. & Rose, E. (2001). Intensive remedial instruction
for children with severe reading disabilities: Immediate and long-term
outcomes from two instructional approaches. Journal of Learning Disabilities,
34, 33-58.
Torgesen, J.K., Rashotte, C.A., Alexander, A. (2001). Principles
of fluency instruction in reading: Relationships with established
empirical outcomes. In M. Wolf (Edward. ), Dyslexia, Fluency, and the
Brain. pp. 333-355. Parkton, MD: York Press.
Torgesen, J.K. (2000). Individual differences in response to early
interventions in reading: The lingering problem of treatment resisters.
Learning Disabilities Research and Practice, 15, 55-64.
