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Short-Term Memory and Working Memory Operations and Their Contribution to Reading in Adolescents with and without Learning Disabilities.
Peer reviewed Peer reviewed
Ashbaker, 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
Learning Disabled Readers' Comprehension of Computer Mediated Text: The Influence of Working Memory, Metacognition and Attribution.
Peer reviewed Peer reviewed
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
The Role of Working Memory and Dynamic Assessment in the Classification of Children with Learning Disabilities.
Peer reviewed Peer reviewed
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
Implicit Notions about Learning Disabilities: Some Directions for Definitions.
Peer reviewed Peer reviewed
Swanson, 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
The Relationship between Metacognition and Analogical Reasoning in Mentally Retarded, Learning Disabled, Average, and Gifted Children.
Peer reviewed Peer reviewed
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
Instructional Components That Predict Treatment Outcomes for Students with Learning Disabilities: Support for a Combined Strategy and Direct Instruction Model.
Peer reviewed Peer reviewed
Swanson, 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