{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,16]],"date-time":"2026-10-16T20:39:05Z","timestamp":1792183145655,"version":"4.4.0"},"reference-count":85,"publisher":"SAGE Publications","issue":"4","license":[{"start":{"date-parts":[[2000,7,1]],"date-time":"2000-07-01T00:00:00Z","timestamp":962409600000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["J Learn Disabil"],"published-print":{"date-parts":[[2000,7]]},"abstract":"<jats:p>The most important implication of the double-deficit hypothesis (Wolf &amp; Bowers, in this issue) concerns a new emphasis on fluency and automaticity in intervention for children with developmental reading disabilities. The RAVE-O (Retrieval, Automaticity, Vocabulary Elaboration, Orthography) program is an experimental, fluency-based approach to reading intervention that is designed to accompany a phonological analysis program. In an effort to address multiple possible sources of dysfluency in readers with disabilities, the program involves comprehensive emphases both on fluency in word attack, word identification, and comprehension and on automaticity in underlying componential processes (e.g., phonological, orthographic, semantic, and lexical retrieval skills). The goals, theoretical principles, and applied activities of the RAVE-O curriculum are described with particular stress on facilitating the development of rapid orthographic pattern recognition and on changing children's attitudes toward language.<\/jats:p>","DOI":"10.1177\/002221940003300408","type":"journal-article","created":{"date-parts":[[2007,12,14]],"date-time":"2007-12-14T00:52:20Z","timestamp":1197593540000},"page":"375-386","source":"Crossref","is-referenced-by-count":115,"title":["Retrieval, Automaticity, Vocabulary Elaboration, Orthography (RAVE-O)"],"prefix":"10.1177","volume":"33","author":[{"given":"Maryanne","family":"Wolf","sequence":"first","affiliation":[{"name":"Center for Reading and Language Research, Miller Hall, Tufts University, Medford, MA 02155"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Lynne","family":"Miller","sequence":"additional","affiliation":[{"name":"Eliot-Pearson Department of Child Development at Tufts University, Center for Reading and Language Research"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Katharine","family":"Donnelly","sequence":"additional","affiliation":[{"name":"Center for Reading and Language Research"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2000,7,1]]},"reference":[{"key":"atypb1","doi-asserted-by":"publisher","DOI":"10.1177\/002221949302600910"},{"key":"atypb2","volume-title":"Beginning to read: Thinking and learning about print","author":"Adams, M.","year":"1990"},{"key":"atypb3","doi-asserted-by":"publisher","DOI":"10.1007\/BF02648213"},{"key":"atypb4","volume-title":"Paper presented at the Orton Dyslexia Society","author":"Badian, N."},{"key":"atypb5","doi-asserted-by":"publisher","DOI":"10.1177\/002221949602900113"},{"key":"atypb6","doi-asserted-by":"publisher","DOI":"10.1177\/002221949202500109"},{"key":"atypb7","unstructured":"Beck, I.L., McKeown, M.G. & Omanson, R.C. 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