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Swanson, H. Lee; Hsieh, Ching-Ju – Review of Educational Research, 2009
This article synthesizes the experimental literature that compares the academic, cognitive, and behavioral performance of adults with reading disabilities to those of average-achieving adult readers. The central question posed by this review is to what extent and in what manner do adults with reading disabilities differ from adults without reading…
Descriptors: Reading Difficulties, Spelling, Learning Disabilities, Intelligence Quotient
Swanson, H. Lee; Jerman, Olga – Review of Educational Research, 2006
This article synthesizes published literature comparing the cognitive functioning of children who have math disabilities (MD) with that of (a) average-achieving children; (b) children who have reading disabilities (RD); and (c) children who have co-morbid disabilities (MD+RD). Average achievers outperformed children with MD on measures of verbal…
Descriptors: Reading Difficulties, Short Term Memory, Problem Solving, Long Term Memory
Peer reviewed
Swanson, H. Lee; Hoskyn, Maureen – Review of Educational Research, 1998
A comprehensive synthesis of experimental intervention studies that have included students with learning disabilities was based on 180 studies. Results support the pervasive influence of cognitive strategy and direct instruction models for remediating the academic difficulties of children with learning disabilities. (SLD)
Descriptors: Children, Experiments, Intervention, Learning Disabilities
Peer reviewed
Swanson, H. Lee; Lussier, Catherine M. – Review of Educational Research, 2001
Summarizes a meta-analysis of published research on dynamic assessment that reviewed 30 studies (170 effect sizes). Discusses factors that impact effect size, including the predictive ability of type of assessment for effect size. Discusses results in the context of assumptions related to dynamic assessment. (SLD)
Descriptors: Educational Research, Effect Size, Meta Analysis, Prediction
Swanson, H. Lee; Trainin, Guy; Necoechea, Denise M.; Hammill, Donald D. – Review of Educational Research, 2003
This study provides a meta-analysis of the correlational literature on measures of phonological awareness, rapid naming, reading, and related abilities. Correlations (N = 2,257) were corrected for sample size, restriction in range, and attenuation from 49 independent samples. Correlations between phonological awareness (PA) and rapid naming (RAN)…
Descriptors: Reading Difficulties, Reading Skills, Correlation, Word Recognition