Research Summary-Torgeson Article

Research Summary

Early Literacy

Torgeson, J.K. (2000). Individual Differences in Response to Early Interventions in Reading: The Lingering Problem of Treatment Resisters. (Learning Disabilities Research & Practice, 15(1), 55-64.)

Short Summary of Article: Torgeson reiterates the important point that level of intelligence does not predict word reading ability. Children who have delayed language and phonological skills need more help than those with delayed phonological skills only. A very small proportion (2% to 6%) of students have not responded to interventions designed to incorporate best practices in reading instruction.

Important points from Torgeson's article:

1. Level of intelligence does not predict individual differences in word reading skills. Discovery of the core phonological problems associated with specific reading disability has had at least one unanticipated consequence. Whereas it has long been assumed that the word reading difficulties of children with low general intelligence were caused by factors (e.g., their low general intelligence) different from those responsible for the reading difficulties of children with average or high intelligence, recent research has shown that the word-level reading problems of both kinds of poor readers are associated with difficulties in the phonological domain (Fletcher et al., 1994; Share & Stanovich, 1995; Stanovich & Siegel, 1994). In fact, several recent studies have shown that general intelligence, or general verbal ability, does not predict individual differences in rate of growth in word reading skills when phonological abilities are controlled (Francis, Shaywitz, Stuebing, Shaywitz, & Fletcher, 1996; Torgeson, Wagner, Rashotte, Rose, et al., 1999; Vellutino, 1996).

2. Poor readers fall within one of at least two broad groups: (1) children who enter school with adequate vocabulary and oral language skills and a deficit in phonological awareness skills, and (2) children with delayed skills in language and phonological awareness (most from lower socioeconomic backgrounds). Both of these groups require special support if they are to become adequate readers. Children with delayed language skills in addition to delayed phonological awareness skills will need explicit instruction in a broader range of skills.

3. While other aspects of instruction are important (e.g., vocabulary, appreciation of the value of reading, and language comprehension), at a minimum, prevention programs must be effective in teaching students to read words accurately and fluently.

4. By applying the best of what we know right now in reading instruction, schools can reduce the percentage of students who remain poor readers from the 30% to 60% failure rate that is being reported in school populations (Snow et al., 1998) to approximately 2% to 6%.

If you would like a paper copy of this article, please contact the Heartland AEA Professional Library.

Questions or comments can be sent to: Sue Dungan

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