{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,17]],"date-time":"2026-09-17T23:59:27Z","timestamp":1789689567546,"version":"4.0.1"},"reference-count":59,"publisher":"SAGE Publications","issue":"10","license":[{"start":{"date-parts":[[2004,10,1]],"date-time":"2004-10-01T00:00:00Z","timestamp":1096588800000},"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 Child Neurol"],"published-print":{"date-parts":[[2004,10]]},"abstract":"<jats:p>One of the major risk factors for reading disability is difficulty learning to read words in text in an accurate and fluent manner. This is apparent when a child at risk of dyslexia first starts to attempt to read. Dyslexic children struggle to grasp and automate the alphabetic principle (ie, they cannot \u201csound out\u201d words or use phonemic decoding strategies) and therefore have difficulty deciphering unfamiliar words that they have not encountered before. Even though many of these words are part of the child's oral vocabulary, the child cannot recognize them in printed form. As a result, reading can be extremely laborious and time-consuming, fraught with errors, and altogether an unrewarding, aversive experience. To be an efficient reader, one must be able to rapidly and effortlessly recognize many words by sight, and for a child to acquire this facility requires multiple exposures to these words. The difficulty that dyslexic children have in developing reliable and efficient phonemic decoding ability makes the acquisition of a lexicon of sight words a much slower process than it is for the average reader. Several other factors can affect a child's ability to read, which are reviewed herein. However, early recognition and treatment of deficient phonologic awareness are an extremely important step in the prevention of a reading problem in the child who is at risk of dyslexia. ( J Child Neurol 2004;19:759\u2014765).<\/jats:p>","DOI":"10.1177\/08830738040190100501","type":"journal-article","created":{"date-parts":[[2017,1,15]],"date-time":"2017-01-15T18:52:21Z","timestamp":1484506341000},"page":"759-765","source":"Crossref","is-referenced-by-count":55,"title":["Using Our Current Understanding of Dyslexia to Support Early Identification and Intervention"],"prefix":"10.1177","volume":"19","author":[{"given":"Christopher","family":"Schatschneider","sequence":"first","affiliation":[{"name":"Department of Psychology and The Florida Center for Reading Research, Florida State University, Tallahassee, FL,"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Joseph K.","family":"Torgesen","sequence":"additional","affiliation":[{"name":"Department of Psychology and The Florida Center for Reading Research, Florida State University, Tallahassee, FL"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2004,10,1]]},"reference":[{"key":"atypb1","author":"Snow CE","year":"1998","journal-title":"Education"},{"key":"atypb2","doi-asserted-by":"publisher","DOI":"10.1007\/s11881-003-0001-9"},{"key":"atypb3","first-page":"1","volume":"1","author":"Share DL","year":"1995","journal-title":"Educational Psychology"},{"key":"atypb4","author":"Ehri L.","year":"2002","journal-title":"London, British Journal of Educational Psychology Monograph"},{"key":"atypb5","unstructured":"Foorman BR, Francis DJ, Shaywitz SE, et al: The case for early intervention, in Blachman B (ed): Foundations of Reading Acquisition and Dyslexia. Mahwah, NJ, Lawrence Erlbaum Associates, 1997,243-264."},{"key":"atypb6","doi-asserted-by":"publisher","DOI":"10.1016\/0022-0965(83)90036-X"},{"key":"atypb7","volume-title":"What Really Matters for Struggling Readers","author":"Allington RL","year":"2001"},{"key":"atypb8","unstructured":"Torgesen JK, Rashotte CA, Alexander A.: Principles of fluency instruction in reading: Relationships with established empirical outcomes, in Wolf M (ed): Dyslexia, Fluency, and the Brain. Parkton, MD, York Press, 2001, 333\u2014355."},{"key":"atypb9","doi-asserted-by":"publisher","DOI":"10.1006\/jecp.1993.1026"},{"key":"atypb10","doi-asserted-by":"publisher","DOI":"10.1177\/002221940103400104"},{"key":"atypb11","doi-asserted-by":"crossref","unstructured":"Liberman IY, Shankweiler D., Liberman AM: The alphabetic principle and learning to read, in Shankweiler D, Liberman IY (eds): Phonology and Reading Disability: Solving the Reading Puzzle. Research Monograph Series. Ann Arbor, MI, University of Michigan Press, 1989, 1\u201433.","DOI":"10.3998\/mpub.12236"},{"key":"atypb12","first-page":"1","volume":"85","author":"Fletcher JM","year":"1994","journal-title":"J Educ Psychol"},{"key":"atypb13","doi-asserted-by":"publisher","DOI":"10.1016\/S0022-0965(03)00106-1"},{"key":"atypb14","doi-asserted-by":"publisher","DOI":"10.1037\/0012-1649.33.3.468"},{"key":"atypb15","doi-asserted-by":"publisher","DOI":"10.1016\/S0010-0277(03)00164-1"},{"key":"atypb16","doi-asserted-by":"publisher","DOI":"10.1037\/0012-1649.30.1.73"},{"key":"atypb17","unstructured":"Vellutino F. , Schatschneider C.: Experimental and quasi-experimental design in literacy research, in Duke N, Mallette M (eds): Literacy Research Methods . New York, Guilford Press, 2004, 114-148."},{"key":"atypb18","first-page":"250","volume":"36","author":"Ehri L.","year":"2001","journal-title":"Res Q"},{"key":"atypb19","unstructured":"Ehri LC: Word reading by sight and by analogy in beginning readers, in Hulme C, Joshi M (eds): Reading and Spelling: Development and Disorders . Mahwah, NJ, Lawrence Erlbaum Associates, 1998, 87\u2014112."},{"key":"atypb20","unstructured":"Torgesen JK: A model of memory from an information processing perspective: The special case of phonological memory, in Lyon GR (ed): Attention, Memory, and Executive Function: Issues in Conceptualization and Measurement. Baltimore, MD, Paul H. Brookes, 1996, 157\u2014184."},{"key":"atypb21","doi-asserted-by":"publisher","DOI":"10.1080\/09658219408258940"},{"key":"atypb22","volume-title":"Working Memory. Oxford, UK","author":"Baddeley AD","year":"1986"},{"key":"atypb23","doi-asserted-by":"publisher","DOI":"10.1080\/14640748508400944"},{"key":"atypb24","doi-asserted-by":"publisher","DOI":"10.1080\/02643298908253289"},{"key":"atypb25","doi-asserted-by":"publisher","DOI":"10.1111\/j.2044-8295.1983.tb01883.x"},{"key":"atypb26","unstructured":"Hulme C.: Short-term memory development and learning to read, in Gruneberg M, Morris P, Sykes R (eds): Practical Aspects of Memory: Current Research and Issues, vol 2. Clinical and Educational Implications. Chichester, UK, Wiley, 1998, 234\u2014271."},{"key":"atypb27","first-page":"57","volume":"19","author":"Torgesen JK","year":"1978","journal-title":"Res Q"},{"key":"atypb28","doi-asserted-by":"publisher","DOI":"10.1037\/0022-0663.72.2.141"},{"key":"atypb29","unstructured":"Torgesen JK, Rashotte CA, Greenstein J., et al: Academic difficulties of learning disabled children who perform poorly on memory span tasks, in Swanson HL (ed): Memory and Learning Disabilities: Advances in Learning and Behavioral Disabilities. Greenwich, CT, JAI Press, 1987,217-232."},{"key":"atypb30","doi-asserted-by":"publisher","DOI":"10.2307\/1593651"},{"key":"atypb31","doi-asserted-by":"publisher","DOI":"10.1016\/S0278-2626(03)00128-3"},{"key":"atypb32","doi-asserted-by":"publisher","DOI":"10.1037\/0012-1649.30.1.73"},{"key":"atypb33","doi-asserted-by":"publisher","DOI":"10.1037\/0022-0663.85.1.83"},{"key":"atypb34","volume-title":"Dyslexia, Fluency, and the Brain","author":"Wolf M.","year":"2001"},{"key":"atypb35","doi-asserted-by":"publisher","DOI":"10.1037\/0022-0663.91.3.415"},{"key":"atypb36","doi-asserted-by":"publisher","DOI":"10.1007\/978-94-017-3492-9_6"},{"key":"atypb37","doi-asserted-by":"publisher","DOI":"10.1007\/BF01026919"},{"key":"atypb38","doi-asserted-by":"publisher","DOI":"10.1037\/0033-2909.101.2.192"},{"key":"atypb39","first-page":"220","volume":"13","author":"Torgesen JK","year":"1998","journal-title":"Learn Disabil Res Pract"},{"key":"atypb40","doi-asserted-by":"publisher","DOI":"10.1177\/002221940203500206"},{"key":"atypb41","doi-asserted-by":"publisher","DOI":"10.1007\/s11881-999-0018-9"},{"key":"atypb42","doi-asserted-by":"publisher","DOI":"10.1177\/00222194020350060301"},{"key":"atypb43","unstructured":"Bowers PG: Exploration of the basis for rapid naming's relationship to reading , in Wolf M (ed): Dyslexia, Fluency, and the Brain. Parkton, MD, York Press, 2001, 41\u201463."},{"key":"atypb44","doi-asserted-by":"publisher","DOI":"10.1177\/00224669030370020301"},{"key":"atypb45","doi-asserted-by":"publisher","DOI":"10.1207\/s1532799xssr0803_4"},{"key":"atypb46","doi-asserted-by":"publisher","DOI":"10.1037\/0022-0663.96.2.265"},{"key":"atypb47","first-page":"91","volume":"48","author":"Meyer MS","year":"1998","journal-title":"Dyslexia"},{"key":"atypb48","doi-asserted-by":"publisher","DOI":"10.2307\/1130373"},{"key":"atypb49","first-page":"334","volume":"27","author":"Barker TA","year":"1992","journal-title":"Res Q"},{"key":"atypb50","doi-asserted-by":"publisher","DOI":"10.1037\/0022-0663.83.2.264"},{"key":"atypb51","first-page":"402","volume":"24","author":"Stanovich KE","year":"1989","journal-title":"Res Q"},{"key":"atypb52","volume-title":"Recent discoveries from research on remedial interventions for children with dyslexia","author":"Torgesen JK","year":"2004"},{"key":"atypb53","unstructured":"Scarborough HS: Early identification of children at risk for reading disabilities: Phonological awareness and some other promising predictors, in Shapiro BK, Capute AJ, Shapiro B (eds): Specific Reading Disability: A View of the Spectrum. Hillsdale, NJ, Lawrence Erlbaum Associates, 1998, 77\u2014121."},{"key":"atypb54","unstructured":"Blachman B.: Phonological awareness, in Kamil M , Mosenthal P, Pear-son P, Barr R (eds): Handbook of Reading Research , vol 3. Mahwah, NJ, Lawrence Erlbaum Associates, 2002, 483\u2014502."},{"key":"atypb55","unstructured":"Torgesen JK, Burgess SR: Consistency of reading-related phonological processes throughout early childhood: Evidence from longitudinal-correlational and instructional studies , in Metsala J, Ehri L (eds): Word Recognition in Beginning Reading. Hillsdale, NJ, Lawrence Erlbaum Associates, 1998, 161\u2014188."},{"key":"atypb56","doi-asserted-by":"publisher","DOI":"10.1207\/S1532799XSSR0503_4"},{"key":"atypb57","volume-title":"Summary of Decision Rules for Intensive, Strategic, and Benchmark Instructional Recommendations in Kindergarten Through Third Grade","author":"Good RH","year":"2002"},{"key":"atypb58","volume-title":"Assessment and instruction for phonemic awareness and word reading skills","author":"Torgesen JK","year":"2004","edition":"2"},{"key":"atypb59","volume-title":"Overcoming Dyslexia","author":"Shaywitz SE","year":"2003"}],"container-title":["Journal of Child Neurology"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/journals.sagepub.com\/doi\/pdf\/10.1177\/08830738040190100501","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/journals.sagepub.com\/doi\/pdf\/10.1177\/08830738040190100501","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,4,29]],"date-time":"2026-04-29T20:34:47Z","timestamp":1777494887000},"score":1,"resource":{"primary":{"URL":"https:\/\/journals.sagepub.com\/doi\/10.1177\/08830738040190100501"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2004,10]]},"references-count":59,"journal-issue":{"issue":"10","published-print":{"date-parts":[[2004,10]]}},"alternative-id":["10.1177\/08830738040190100501"],"URL":"https:\/\/doi.org\/10.1177\/08830738040190100501","relation":{},"ISSN":["0883-0738","1708-8283"],"issn-type":[{"value":"0883-0738","type":"print"},{"value":"1708-8283","type":"electronic"}],"subject":[],"published":{"date-parts":[[2004,10]]}}}