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Swanson, H. Lee – Journal of Learning Disabilities, 1988
In response to articles concerning the author's earlier paper, the paper responds to criticisms concerning contextualism, the role of metatheory, distinctions between basic and applied research, cognitive components and specificity, the science of learning disabilities, neurological indices, model validation, and the nature of learning…
Descriptors: Cognitive Processes, Elementary Secondary Education, Learning Disabilities, Models
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Swanson, H. Lee – Journal of Experimental Child Psychology, 1986
Investigates the extent to which learning disabled readers' atypical encoding relates to their deficiencies in semantic memory by comparing learning disabled and nondisabled readers in two age groups on dichotic listening tasks that included orienting and nonorienting instructions. (HOD)
Descriptors: Age Differences, Children, Cognitive Processes, Comparative Analysis
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Swanson, H. Lee; Trahan, Marcy – Journal of Special Education, 1986
Based on frequency of citations in the Social Science Citation Index, 33 prominent articles on learning disabilities (1976 to 1985) were compared with randomly selected articles in 16 categories, including funding source, research design, and statistical method. Discussion focuses on characteristics and quality of articles influencing the learning…
Descriptors: Elementary Secondary Education, Exceptional Child Research, Grants, Learning Disabilities
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Swanson, H. Lee – Journal of Special Education, 1996
Evaluation of two meta-analyses of sociometric research on children with learning disabilities notes differences in their findings. Differences are attributed to effects of gender, ethnicity, and type of measurement on effect size; inadequate reporting of coding reliability; failure to include similar articles for analysis; and poor…
Descriptors: Elementary Secondary Education, Interpersonal Competence, Learning Disabilities, Meta Analysis
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Swanson, H. Lee – Learning Disability Quarterly, 1991
The National Joint Committee for Learning Disabilities' definition of learning disabilities is presented, followed by a discussion of parameters to be considered in operationalizing the definition. Major definitional issues are then explored, including using testable and meaningful constructs, linking definitions to neuropsychological evidence,…
Descriptors: Definitions, Educational Diagnosis, Elementary Secondary Education, Evaluation Criteria
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Swanson, H. Lee – Journal of Learning Disabilities, 1988
This paper provides a rationale for basic research and metatheory development in the field of learning disabilities, outlines the steps and cognitive parameters involved in validating such a metatheory, and discusses integrating the findings of basic research with instructional manipulations and reasons for the poor integration of theory and…
Descriptors: Educational Theories, Exceptional Child Research, Learning Disabilities, Models
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Swanson, H. Lee – Journal of Learning Disabilities, 1994
Investigation of the relationship between short-term memory (STM) and working memory (WM) with 75 children and adults with learning disabilities and 86 children without learning disabilities concluded that STM and WM reflect different processes, both of which seem to separate the 2 ability groups. Both STM and WM were related to reading…
Descriptors: Academic Achievement, Adults, Children, Cognitive Processes
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Swanson, 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
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Swanson, 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
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Swanson, 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
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Swanson, H. Lee; Ramalgia, Janet M. – Journal of Learning Disabilities, 1992
This study examined the degree to which 31 13-year-old children with learning disabilities were comparable to younger reading and spelling matched controls in (1) phonological similarity effects, (2) phonetically based misspellings, and (3) relationships between memory and spelling performance. An overreliance on phonological codes was found for…
Descriptors: Decoding (Reading), Junior High Schools, Learning Disabilities, Memory