Teresa Quiroga

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All published works

Action	Title	Year	Authors
+	Phonological Awareness and Beginning Reading in Spanish-Speaking ESL First Graders	2002	Teresa Quiroga Zenia Lemos-Britton Elizabeth Mostafapour Robert D. Abbott Virginia W. Berninger

Common Coauthors

Coauthor	Papers Together
Zenia Lemos-Britton	1
Robert D. Abbott	1
Virginia W. Berninger	1
Elizabeth Mostafapour	1

Commonly Cited References

Action	Title	Year	Authors	# of times referenced
+	Cognitive profiles of difficult-to-remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability.	1996	Frank R. Vellutino Donna M. Scanlon Edward R. Sipay Sheila G. Small Alice Pratt Rusan Chen Martha B. Denckla	1
+	Preventing reading failure in young children with phonological processing disabilities: Group and individual responses to instruction.	1999	Joseph K. Torgesen Richard K. Wagner Carol A. Rashotte Elaine A. Rose Patricia Lindamood Tim Conway Cyndi Garvan	1
+	The Case for Early Intervention in Diagnosing Specific Reading Disability	1998	Frank R. Vellutino Donna M. Scanlon Melinda S. Tanzman	1
+	Differentiating Between Difficult-to-Remediate and Readily Remediated Poor Readers	2000	Frank R. Vellutino Donna M. Scanlon G. Reid Lyon	1
+	The role of instruction in learning to read: Preventing reading failure in at-risk children.	1998	Barbara R. Foorman David J. Francis Jack Μ. Fletcher Christopher Schatschneider Paras Mehta	1