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Showing all 10 results
Direct linkMoran, Amber S.; Swanson, H. Lee; Gerber, Michael M.; Fung, Wenson – Learning Disabilities Research & Practice, 2014
The purpose of this study was to examine effectiveness of paraphrasing interventions on mathematics word problem-solving accuracy in third grade children (N = 72) at risk for mathematics disabilities (MD). Three instructional conditions directed students' attention through paraphrasing, via writing, to different propositions within word…
Descriptors: Mathematics Instruction, Problem Solving, Word Problems (Mathematics), Grade 3
Swanson, H. Lee; Lussier, Cathy; Orosco, Michael – Learning Disabilities Research & Practice, 2013
This study investigated the role of strategy instruction and cognitive abilities on word problem solving accuracy in children with math difficulties (MD). Elementary school children (N = 120) with and without MD were randomly assigned to 1 of 4 conditions: general-heuristic (e.g., underline question sentence), visual-schematic presentation…
Descriptors: At Risk Students, Cognitive Ability, Elementary School Students, Mathematics Skills
Flynn, Lindsay J.; Zheng, Xinhua; Swanson, H. Lee – Learning Disabilities Research & Practice, 2012
This article synthesizes the experimental literature on reading interventions for upper elementary and middle school students identified with reading disabilities on norm-referenced reading measures. Ten studies (12 independent samples) yielded 70 effect sizes on norm-referenced reading measures with an aggregated mean of 0.41 (SE = 0.04) in favor…
Descriptors: Reading Difficulties, Intervention, Effect Size, Reading Skills
Peer reviewedSwanson, H. Lee; Hoskyn, Maureen – Learning Disabilities: Research & Practice, 2001
Instructional components that positively influence performance of adolescents with learning disabilities are identified based on a comprehensive meta-analysis of 913 intervention studies for students with learning disabilities. Explicit practice and advanced organization are basic instructional components in a number of successful intervention…
Descriptors: Academic Achievement, Adolescents, Educational Strategies, Instructional Design
Peer reviewedSwanson, H. Lee – Learning Disabilities Research and Practice, 1999
Review of 180 intervention studies identified instructional components that best predicted effect sizes for students with learning disabilities. These included sequencing, drill-repetition-practice feedback, segmentation of information, technology (structure-presentation medium), controlling task difficulty (e.g., scaffolding), modeling…
Descriptors: Classroom Techniques, Effect Size, Elementary Secondary Education, Instructional Effectiveness
Peer reviewedAshbaker, Margaret Howell; Swanson, H. Lee – Learning Disabilities Research and Practice, 1996
This investigation explored the relationship between short-term memory (STM), working memory (WM), and reading proficiency among adolescents (n=30) with learning disabilities. Results suggest that reading models which focus on STM or WM in isolation do not adequately capture the reading performance of the students. Models that coordinate STM and…
Descriptors: Learning Disabilities, Memory, Reading Ability, Reading Processes
Peer reviewedSwanson, H. Lee; Trahan, Marcille F. – Learning Disabilities Research and Practice, 1992
Learning-disabled and average readers (n=120) from grades four through six completed comprehension questions under one of four treatment conditions. Results indicated that computer-mediated text was no better than off-line conditions in improving learning-disabled readers' comprehension. Attribution and metacognitive sophistication were…
Descriptors: Attribution Theory, Computer Oriented Programs, Instructional Effectiveness, Intermediate Grades
Peer reviewedSwanson, H. Lee; And Others – Learning Disabilities Research and Practice, 1993
Evaluation of the relationship between metacognition and analogical reasoning in 80 children (mildly retarded, learning disabled, normal achieving, and gifted) suggests that retarded children's performance reflected a central processing deficiency across processes, learning-disabled children's performance reflected specific processing…
Descriptors: Abstract Reasoning, Academically Gifted, Analogy, Cognitive Processes
Peer reviewedSwanson, H. Lee – Learning Disabilities Research and Practice, 1994
The performance of reading-disabled, math-disabled, slow-learning, under-achieving, and normal-achieving children (total n=143) was compared on verbal and visual-spatial working memory measures under initial, gain, and maintenance testing conditions. Ability group classifications changed under dynamic testing conditions. The study demonstrated the…
Descriptors: Classification, Disability Identification, Elementary Secondary Education, Evaluation Methods
Peer reviewedSwanson, H. Lee; Christie, Lynda – Learning Disabilities Research and Practice, 1994
Three studies investigated 98 children's and 252 adults' implicit knowledge about learning disabilities. Overall, the studies suggested that professionals outside the field of special education, as well as nondisabled children, have fairly well-developed ideas about what constitutes a learning disability. Exemplars of tacit knowledge matched most…
Descriptors: Adults, Childhood Attitudes, Children, Definitions
