Retrieval, automaticity, vocabulary elaboration, orthography (RAVE-O): A comprehensive, fluency-based reading intervention program

Journal of Learning Disabilities

Volumn 33, Issue 4, 2000, Pages 375-386

  Wolf, Maryanne ^a   Miller, Lynne ^a,b   Donnelly, Katharine ^b  

^a TUFTS UNIVERSITY   (United States)

^b Center for Reading and Language Research   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; AUTOMATION; CHILD; CURRICULUM; DYSLEXIA; HUMAN; LINGUISTICS; MEMORY; MENTAL FUNCTION; METHODOLOGY; MULTIMODALITY CANCER THERAPY; TEACHING;

AUTOMATION; CHILD; COMBINED MODALITY THERAPY; CURRICULUM; DYSLEXIA; HUMANS; MEMORY; MENTAL PROCESSES; REMEDIAL TEACHING; VOCABULARY;

EID: 0007132276     PISSN: 14690047     EISSN: None     Source Type: Journal    
DOI: 10.1177/002221940003300408     Document Type: Article

References (85)

1. Ackerman, P. T., & Dykman, R. A. (1993). Phonological processes, confrontation naming, and immediate memory in dyslexia. Journal of Learning Disabilities, 26, 597-609.
2. Adams, M. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
3. Badian, N. (1995). Predicting reading ability over the long-term: The changing roles of letter naming, phonological awareness and orthographic processing. Annals of Dyslexia: An Interdisciplinary Journal, 45, 79-86.
4. Badian, N. (1996a, November). Dyslexia: Does it exist? Dyslexia, garden-variety poor reading, and the double-deficit hypothesis. Paper presented at the Orton Dyslexia Society, Boston.
5. Badian, N. (1996b). Dyslexia: A validation of the concept at two age levels. Journal of Learning Disabilities, 29, 102-112.
6. Bashir, A. S., & Scavuzzo, A. (1992). Children with learning disorders: Natural history and academic success. Journal of Learning Disabilities, 25, 53-65.
7. Beck, I. L., McKeown, M. G., & Omanson, R. C. (1987). The effects and uses of diverse vocabulary instructional techniques. In M. G. McKeown & M. E. Curtis (Eds), The nature of vocabulary acquisition (pp. 147-163). Hillsdale, NJ: Erlbaum.
8. Beck, I. L., Perfetti, C. A., & McKeown, M. G. (1982). Effects of long-term vocabulary instructions on lexical access and reading comprehension. Journal of Educational Psychology, 74, 506-521.
9. Berninger, V. W. (1994). The varieties of orthographic knowledge I: Theoretical and developmental issues. Dordrecht, The Nether3 lands: Kluwer.
10. Blachman, B. A. (1994). What we have learned from longitudinal studies of phonological processing and reading, and some unanswered questions: A response to Torgesen, Wagner, and Rashotte. Journal of Learning Disabilities, 27, 287-291.
11. Blachman, B. A. (1997). (Ed.) Foundations of reading acquisition and dyslexia. Mahwah, NJ: Erlbaum.
12. Bowers, P. G. (1993). Text reading and rereading: Predictors of fluency beyond word recognition. Journal of Reading Behavior, 25, 133-153.
13. Bowers, P. G., Steffy, R., & Tate, E. (1988). Comparison of the effects of IQ control methods on memory and naming speed predictors of reading disability. Reading Research Quarterly, 23, 304-309.
14. Bowers, P. G. & Wolf, M. (1993). Theoretical links among naming speed, precise timing mechanisms and orthographic skill in dyslexia. Reading and Writing: An Interdisciplinary Journal, 5(1), 69-85.
15. Bradley, L., & Bryant, P. E. (1983). Categorizing sounds and learning to read: A causal connection. Nature, 301, 419-421.
16. Brady, S., & Shankweiler, D. (Eds.). (1991). Phonological processes in literacy: A tribute to Isabelle Y. Liberman. Hillsdale, NJ: Erlbaum.
17. Bruck, M., & Treiman, R. (1990). Phonological awareness and spelling in normal children and dyslexies: The case of initial consonant clusters. Journal of Experimental Child Psychology, 50(1), 156-178.
18. Catts, H. W. (1996). Defining dyslexia as a developmental language disorder: An expanded view. Topics in Language Disorders, 16(2), 14-29.
19. Denckla, M. B. (1972). Color-naming defects in dyslexic boys. Cortex, 8, 164-176.
20. Denckla, M. B., & Rudel, R. G. (1974). Rapid automatized naming of pictured objects, colors, letters, and numbers by normal children. Cortex, 10, 186-202.
21. Denckla, M. B., & Rudel, R. G. (1976a). Naming of objects by dyslexic and other learning-disabled children. Brain and Language, 3, 1-15.
22. Denckla, M. B., & Rudel, R. G. (1976b). Rapid automatized naming (R.A.N.): Dyslexia differentiated from other learning disabilities. Neuropsychologia, 14, 471-479.
23. Donnelly, K., Joffe, T., & Wolf, M. (1998). Learning by risks: Insights in implementing reading intervention programs. Submitted manuscript.
24. Ehri, L. C. (1997). Sight word learning in normal readers and dyslexies. In B. Blachman (Ed.), Foundations of reading acquisition and dyslexia (pp. 163-189). Mahwah, NJ: Erlbaum.
25. Engelmann, S., & Bruner, E. C. (1988). Reading Mastery I/II Fast Cycle: Teacher's guide. Chicago: Science Research Associates.
26. Foorman, B. R. (1994). Phonological and orthographic processing: Separate but equal? In V. W. Berninger (Ed.), The varieties of orthographic knowledge I: Theoretical and developmental issues (pp. 319-355). Dordrecht, The Netherlands: Kluwer.
27. Foorman, B., Francis, D., Shaywitz, S., Shaywitz, B., & Fletcher, J. (1997). The case for early reading intervention. In B. Blachman (Ed.), Foundations of reading acquisition (pp. 243-264). Mahwah, NJ: Erlbaum.
28. German, D. J. (1992). Word-finding intervention for children and adolescents. Topics in Language Disorders, 23(1), 33-50.
29. Geschwind, N. (1965). Disconnection syndrome in animals and man (Parts I, II). Brain, 88, 237-294, 585-644.
30. Grigorenko, E., Wood, F., Meyer, M., Hart, L., Speed, W., Shuster, A., & Pauls, D. (1997). Susceptibility loci for distinct components of developmental dyslexia on chromosomes 6 and 15. American Journal of Human Genetics, 60, 27-39.
31. Juel, C., & Solso, R. L. (1981). The role of othographical redundancy, versatility, and spelling-sound correspondences in word identification. In M. L. Kamil (Ed.), Directions in reading: Research and instruction (pp. 74-82). Washington, DC: National Reading Conference.
32. Kameenui, E. J., Dixon, R. C., & Carnine, D. W. (1987). Issues in the design of vocabulary instruction. In M. G. McKeown & M. Curtis (Eds.), The nature of vocabulary acquisition (pp. 129-145). Hillsdale, NJ: Erlbaum.
33. Kamhi, A., & Catts, H. (1989). Reading disabilities: A developmental language perspective. Austin, TX: PRO-ED.
34. Kellas, G., Ferraro, R. F., & Simpson, G. B. (1988). Lexical ambiguity and the time-course of attentional allocation in word recognition. Journal of Experimental Psychology: Human Perception and Performance, 14(4), 601-609.
35. Lahey, M., & Edwards, J. (1996). Why are specifically language-impaired children slower than their peers in naming pictures? Journal of Speech and Hearing Research, 39, 1081-1098.
36. Levy, B. A., & Bourassa, D. (1998, April). Slow vs. fast namers: Benefits of segmentation and whole word training. Poster presented at meeting of Society for Scientific Study of Reading, San Diego, CA.
37. Logan, G. D. (1988). Toward an instance theory of automatization. Psychological Review, 95, 492-527.
38. Lorsbach, T. C. (1982). Individual differences in semantic encoding processes. Journal of Learning Disabilities, 25, 476-480.
39. Lovett, M. (1992). Developmental dyslexia. In F. Boller & J. Grafman (Eds.), Handbook of neuropsychology (Vol. 7, pp. 163-185). Amsterdam: Elsevier.
40. Lovett, M. (1995, April). Remediating dyslexic children's word identification deficits: Are the core deficits of developmental dyslexia amenable to treatment? Symposium paper presented at Society for Research in Child Development, Indianapolis, IN.
41. Lovett, M. W., Borden, S., DeLuca, T., Lacerenza, L., Benson, N., & Brackstone, D. (1994). Treating the core deficits of developmental dyslexia: Evidence of transfer of learning after phonologically- and strategy-based reading training programs. Developmental Psychology, 30, 805-822.
42. Lyon, G. R. (1995). Toward a definition of dyslexia. Annals of Dyslexia: An Interdisciplinary Journal, 45, 3-27.
43. Lyon, G. R., & Moats, L. C. (1997). Critical conceptual and methodological considerations in reading intervention research. Journal of Learning Disabilities, 30, 578-588.
44. McBride-Chang, C., & Manis, F. (1996). Structural invariance in the associations of naming speed, phonological awareness, and verbal reasoning in good and poor readers: A test of the double deficit hypothesis. Reading and Writing, 8, 323-339.
45. Meyer, M. S., & Felton, R. H. (1999). Evolution of fluency training: Old approaches and new directions. Annals of Dyslexia. 49, 283-306.
46. Meyer, M. S., Wood, F. B., Hart, L. A., & Felton, R. H. (1998). The selective predictive values in rapid automatized naming within poor readers. Journal of Learning Disabilities, 31, 106-117.
47. Morris, R., Lovett, M., & Wolf, M. (1996). Treatment of developmental reading disabilities. National Institute for Child Health and Human Development grant proposal.
48. Olson, R. K., Wise, B., Connors, F., Rack, J. P., & Fulker, D. (1989). Specific deficits in component reading and language skills: Genetic and environmental influences. Journal of Learning Disabilities, 22, 339-348.
49. Perfetti, C. A. (1985). Reading ability. New York: Oxford University Press.
50. Reitsma, P. (1983). Printed word learning in beginning readers. Journal of Experimental Child Psychology, 36, 321-339.
51. Samuels, S. J. (1985). Automaticity and repeated reading. In J. Osborn, P. T. Wilson, & R. C. Anderson (Eds.), Reading education: Foundations for a literate America (pp. 215-230). Lexington, MA: Lexington Books.
52. Samuels, S. J., Schermer, N., & Reinking, D. (1992). Reading fluency: Techniques for making decoding automatic. In S. J. Samuels & A. E. Farstrup (Eds.), What research says about reading instruction, 2nd edition (pp. 124-144). Newark, DE: International Reading Association.
53. Segal, D., & Wolf, M. (1993). Automaticity, word retrieval, and vocabulary development in children with reading disabilities. In L. Meltzer (Ed.), Cognitive, linguistic, and developmental perspectives on learning disorders (pp. 141-165). Boston: Little, Brown.
54. Seidenberg, M. S., & McClelland, J. L. (1989). A distributed, developmental model of word recognition and naming. Psychological Review, 96, 523-568.
55. Shankweiler, D., & Liberman, I. Y. (1972). Misreading: A search for causes. In J. F. Kavanagh & I. G. Mattingly (Eds.), Language by ear and by eye (pp. 293-317). Cambridge, MA: MIT Press.
56. Siegel, L. S., & Ryan, E. B. (1988). Development of grammatical-sensitivity, phonological, and short-term memory skills in normally achieving and learning disabled children. Developmental Psychology, 24(1), 28-37.
57. Snyder, L., & Downey, D. (1995). Serial rapid naming skills in children with reading disabilities. Annals of Dyslexia, 45, 31-50.
58. Snyder, L., & Godley, D. (1992). Assessment of word-finding disorders in children and adolescents. Topics in Learning Disabilities, 13(1), 15-32.
59. Spring, C., & Capps, C. (1974). Encoding speed, rehearsal, and probed recall of dyslexic boys. Journal of Educational Psychology, 66, 780-786.
60. Spring, C., & Davis, J. (1988). Relations of digit naming speed with three components of reading. Applied Psycholinguistics, 9, 315-334.
61. Stahl, S., Heubach, K., & Crammond, B. (1997). Fluency-oriented reading instruction. Reading Research Report, 79, 1-38.
62. Stanovich, K. E. (1986). "Matthew effects" in reading: Some consequences of individual differences in acquisition of literacy. Reading Research Quarterly, 4, 360-407.
63. Stanovich, K. E. (1990). Concepts in developmental theories of reading skill: Cognitive resources, automaticity and modularity. Developmental Review, 10, 72-100.
64. Stanovich, K. E. (1992). Speculations on the causes and consequences of individual differences in early reading acquisition. In P. B. Gough, L. C. Ehri, & R. Treiman (Eds.), Reading acquisition (pp. 307-342). Hillsdale, NJ: Erlbaum.
65. Stanovich, K. E., & Siegel, L. S. (1994). Phenotypic performance profile of children with reading disabilities: A regression-based test of the phonological-core variable difference model. Journal of Educational Psychology, 86(1), 24-53.
66. Swanson, L. B. (1989). Analyzing naming speed-reading relationships in children. Unpublished doctoral dissertation, University of Waterloo, Waterloo, Ontario, Canada.
67. Torgesen, J. K., Alexander, A., Wagner, R., & Rashotte, C. (1998, April). Individual differences in response to intensive reading instruction among 9-11 year old severely disabled readers. Paper presented at the Society for the Scientific Study of Reading, San Diego, CA.
68. Torgesen, J., Rashotte, C., & Wagner, R. (1997, November). Research on instructional interventions for children with reading disabilities. Paper presented at the International Dyslexia Association conference, Chicago.
69. Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (1994). Longitudinal studies of phonological processing and reading. Journal of Learning Disabilities, 27, 276-286.
70. Tunmer, W. (1995, July). Intervention strategies for developing onset-rime sensitivity and analogical transfer in reading disabled children. Paper presented at the Extraordinary Brain III Conference, Kauai, Hawaii.
71. Vellutino, F., & Scanlon, P. (1987). Phonological coding, phonological awareness, and reading ability: Evidence from a longitudinal and experimental study. Merrill-Palmer Quarterly, 33, 321-363.
72. Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (1994). The development of reading-related phonological processing abilities: New evidence of bi-directional causality from a latent variable longitudinal study. Developmental Psychology, 30, 73-87.
73. Wolf, M. (1979). The relationship of disorders of word-finding and reading in children and aphasics. Unpublished doctoral dissertation, Harvard University, Cambridge, MA.
74. Wolf, M. (1982). The word-retrieval process and reading in children and aphasics. In K. Nelson (Ed.), Children's language (pp. 437-493). Hillsdale, NJ: Erlbaum.
75. Wolf, M. (1991). Naming speed and reading: The contribution of the cognitive neurosciences. Reading Research Quarterly, 26, 123-141.
76. Wolf, M., Bally, H., & Morris, R. (1986). Automaticity, retrieval processes, and reading: A longitudinal study in average and impaired readers. Child Development, 57, 988-1000.
77. Wolf, M., & Bowers, P. (1999). The "double deficit hypothesis" for the developmental dyslexias. Journal of Educational Psychology, 91, 1-24.
78. Wolf, M., & Goodglass, H. (1986). Dyslexia, dysnomia, and lexical retrieval. Brain and Language, 28, 154-168.
79. Wolf, M., & Obregón, M. (1992). Early naming deficits, developmental dyslexia, and a specific deficit hypothesis. Brain and Language, 42, 219-247.
80. Wolf, M., & Segal, D. (1992). Word finding and reading in the developmental dyslexias. Topics in Language Disorders, 13(1), 51-65.
81. Wolf, M., & Segal, D. (1999). Retrieval-rate, Accuracy, and Vocabulary Elaboration (RAVE) in reading-impaired children: A pilot intervention program. Dyslexia: An International Journal of Theory and Practice, 5, 1-27.
82. Wolff, P., Michel, G., & Ovrut, M. (1990). Rate variables and automatized naming in developmental dyslexia. Brain and Language, 39, 556-575.
83. Wood, F. B., & Felton, R. H. (1994). Separate linguistic and developmental factors in the development of reading. Topics in Language Disorders, 14(4), 42-57.
84. Young, A., & Bowers, P. (1995). Individual difference and text difficulty determinants of reading fluency and expressiveness. Journal of Experimental Child Psychology, 60, 428-454.
85. Young, A., Bowers, P., & MacKinnon, G. (1996). Effects of prosodic modeling and repeated reading on poor readers' fluency and comprehension. Applied Psycholinguistics, 17, 59-84.