H. Lee Swanson | Academic Influence

H. Lee Swanson's AcademicInfluence.com Rankings

H. Lee Swanson

Education

#448

World Rank

#665

Historical Rank

Special Education

#5

World Rank

#5

Historical Rank

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Education

H. Lee Swanson's Degrees

PhD Special Education University of California, Riverside
Masters Special Education University of California, Riverside
Bachelors Psychology University of California, Riverside

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Why Is H. Lee Swanson Influential?

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According to Wikipedia, H. Lee Swanson is a Distinguished Professor in the Graduate School of Education at the University of California, Riverside. He is currently the editor of the Journal of Learning Disabilities and is the author of numerous academic publications in the areas of working memory, learning disabilities, cognition, intelligence, and achievement. Between 1976 and 2011, he authored or contributed to over 224 academic books and articles, including The Handbook of Learning Disabilities and his contributions to the National Center for Learning Disabilities, making him an influential researcher in the field of education.

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H. Lee Swanson's Published Works

Number of citations in a given year to any of this author's works

Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author

Published Works

The Relationship Between Working Memory and Mathematical Problem Solving in Children at Risk and Not at Risk for Serious Math Difficulties (2004) (607)
Influence of Metacognitive Knowledge and Aptitude on Problem Solving. (1990) (536)
Mathematical problem solving and working memory in children with learning disabilities: both executive and phonological processes are important. (2001) (470)
Experimental Intervention Research on Students with Learning Disabilities: A Meta-Analysis of Treatment Outcomes (1998) (431)
Rapid Naming, Phonological Awareness, and Reading: A Meta-Analysis of the Correlation Evidence (2003) (378)
Interventions for Students with Learning Disabilities: A Meta-Analysis of Treatment Outcomes (1999) (370)
Working Memory, Short-Term Memory, and Reading Disabilities (2009) (370)
Math Disabilities: A Selective Meta-Analysis of the Literature (2006) (357)
Reading Research for Students with LD (1999) (339)
Individual differences in children's working memory and writing skill. (1996) (306)
Working memory in learning disability subgroups. (1993) (299)
The influence of working memory on reading growth in subgroups of children with reading disabilities. (2007) (254)
Reading comprehension and working memory in learning-disabled readers: Is the phonological loop more important than the executive system? (1999) (249)
Are Mathematics Disabilities Due to a Domain-General or a Domain-Specific Working Memory Deficit? (2001) (248)
Growth in Working Memory and Mathematical Problem Solving in Children at Risk and Not at Risk for Serious Math Difficulties. (2008) (238)
What develops in working memory? A life span perspective. (1999) (235)
Developmental skills related to writing and reading acquisition in the intermediate grades (1994) (235)
A Meta-Analysis on the Relation Between Reading and Working Memory (2018) (225)
Generality and modifiability of working memory among skilled and less skilled readers (1992) (220)
Short-Term Memory and Working Memory (1994) (215)
Working Memory, Short-Term Memory, and Speech Rate as Predictors of Children's Reading Performance at Different Ages. (2001) (207)
Cognition, Metacognition, and Achievement of College Students with Learning Disabilities (2005) (207)
The role of working memory in skilled and less skilled readers' comprehension. (1995) (207)
Working Memory, Short-term Memory, Speech Rate, Word Recognition and Reading Comprehension in Learning Disabled Readers: Does the Executive System Have a Role?. (2000) (200)
Instructional components that predict treatment outcomes for students with learning disabilities (1999) (200)
Cognitive processes as predictors of word recognition and reading comprehension in learning-disabled and skilled readers: Revisiting the specificity hypothesis. (1997) (192)
An Information Processing Analysis of Expert and Novice Teachers’ Problem Solving (1990) (188)
Handbook of learning disabilities (2014) (178)
Learning-disabled readers' working memory as a function of processing demands. (1996) (169)
Cross-Sectional and Incremental Changes in Working Memory and Mathematical Problem Solving. (2006) (168)
Working memory in skilled and less skilled readers (1989) (161)
Modeling Phonological Core Deficits Within a Working Memory Architecture in Children and Adults With Developmental Dyslexia (2006) (161)
Influence of oral language and phonological awareness on children's bilingual reading. (2008) (155)
Cognitive Processing of Low Achievers and Children with Reading Disabilities: A Selective Meta-Analytic Review of the Published Literature (2000) (155)
Social Skills and Learning Disabilities: A Meta-Analysis of the Literature. (1992) (155)
Reading Disabilities in Adults: A Selective Meta-Analysis of the Literature (2009) (152)
Individual and age-related differences in children’s working memory (1996) (151)
Working memory, attention, and mathematical problem solving: A longitudinal study of elementary school children. (2011) (149)
Assessment of planning, translating, and revising in junior high writers (1996) (146)
Repeated Reading versus Continuous Reading: Influences on Reading Fluency and Comprehension (2007) (146)
A Selective Synthesis of the Experimental Literature on Dynamic Assessment (2001) (145)
Cognitive Processing Deficits and Students with Specific Learning Disabilities: A Selective Meta-Analysis of the Literature (2010) (143)
Working memory components as predictors of children's mathematical word problem solving. (2011) (138)
Working memory and phonological processing as predictors of children’s mathematical problem solving at different ages (2004) (130)
Memory difficulties in children and adults with learning disabilities. (2003) (128)
Instructing Adolescents with Learning Disabilities (2003) (126)
Instructing Adolescents with Learning Disabilities: A Component and Composite Analysis (2001) (126)
Relationship of word- and sentence-level working memory to reading and writing in second, fourth, and sixth grade. (2010) (125)
Age-related differences in learning disabled and skilled readers' working memory. (2003) (123)
Cognitive processes that underlie mathematical precociousness in young children. (2006) (112)
A Subgroup Analysis of Working Memory in Children with Reading Disabilities (2001) (111)
Acquisition of Mental Multiplication Skill: Evidence for the Transition Between Counting and Retrieval Strategies (1988) (110)
The Influence of Working Memory and Classification Ability on Children′s Word Problem Solution (1993) (109)
Working memory and intelligence in children: What develops? (2008) (108)
Growth in Literacy and Cognition in Bilingual Children at Risk or Not at Risk for Reading Disabilities. (2006) (107)
Working Memory, Strategy Knowledge, and Strategy Instruction in Children With Reading Disabilities (2010) (106)
Literacy and Cognitive Functioning in Bilingual and Nonbilingual Children at or Not at Risk for Reading Disabilities (2004) (106)
Does Strategy Knowledge Influence Working Memory in Children with Mathematical Disabilities? (2001) (105)
Research on Interventions for Adolescents with Learning Disabilities: A Meta-Analysis of Outcomes Related to Higher-Order Processing (2001) (103)
The Role of Working Memory and Fluency Practice on the Reading Comprehension of Students Who Are Dysfluent Readers (2009) (100)
Intraindividual differences in levels of language in intermediate grade writers: Implications for the translating process (1994) (95)
Improvement in Reading Rate under Independent and Difficult Text Levels: Influences on Word and Comprehension Skills. (2010) (91)
Reading disabilities in children: A selective meta-analysis of the cognitive literature. (2015) (85)
Instructing Struggling Older Readers: A Selective Meta-Analysis of Intervention Research (2012) (84)
Strategy Instruction: Overview of Principles and Procedures for Effective Use (1989) (83)
Learning Disabilities in Arithmetic : Problem-Solving Differences and Cognitive Deficits (2003) (82)
A Selective Synthesis of Intervention Research for Students with Learning Disabilities. (1996) (80)
The Relationship between Metacognition and Problem Solving in Gifted Children. (1992) (80)
Working memory, learning, and academic achievement. (2012) (79)
Sibling Relationships and Parent Stress in Families of Children with and without Learning Disabilities (2000) (76)
Cognitive processing deficits in poor readers with symptoms of reading disabilities and ADHD: More alike than different? (1999) (75)
Relations between speed, working memory, and intelligence from preschool to adulthood: Structural equation modeling of 14 studies (2014) (71)
Experimental Intervention Studies on Word Problem Solving and Math Disabilities (2013) (71)
Children with Reading Disabilities: Does Dynamic Assessment Help in the Classification? (2005) (70)
The influence of working memory and phonological processing on English language learner children's bilingual reading and language acquisition. (2011) (67)
What instruction works for students with learning disabilities? Summarizing the results from a meta-analysis of intervention studies. (2000) (67)
Executive processing in learning-disabled readers☆ (1993) (66)
The relationship between working memory and writing in younger and older adults (2003) (65)
A developmental study of vigilance in learning-disabled and nondisabled children (1983) (64)
Information Processing Theory and Learning Disabilities (1987) (61)
Do Immediate Memory Deficits in Students with Learning Disabilities in Reading Reflect a Developmental Lag or Deficit?: A Selective Meta-Analysis of the Literature (1998) (60)
Individual differences in working memory: A model testing and subgroup analysis of learning-disabled and skilled readers (1993) (60)
The Role of Working Memory and Dynamic Assessment in the Classification of Children with Learning Disabilities. (1994) (57)
Information Processing Theory and Learning Disabilities (1987) (56)
Verbal and Visual-Spatial Working Memory: What Develops Over a Life Span? (2017) (55)
Working memory components and problem-solving accuracy: are there multiple pathways? (2016) (54)
Effects of Cognitive Strategy Interventions and Cognitive Moderators on Word Problem Solving in Children at Risk for Problem Solving Difficulties. (2013) (54)
Math Disabilities and Reading Disabilities (2009) (53)
Semantic and visual memory codes in learning disabled readers. (1984) (52)
Are Working Memory Deficits in Readers with Learning Disabilities Hard to Change? (2000) (51)
Learning Disabled Readers' Comprehension of Computer Mediated Text: The Influence of Working Memory, Metacognition and Attribution. (1992) (48)
Cognitive Strategies, Working Memory, and Growth in Word Problem Solving in Children With Math Difficulties (2015) (47)
Issues Facing the Field of Learning Disabilities (2000) (47)
Toward a Metatheory of Learning Disabilities (1988) (46)
Individual differences in children's writing: A function of working memory or reading or both processes? (1996) (46)
Learning disabled and average readers' working memory and comprehension: does metacognition play a role? (1996) (46)
Specific Learning Disabilities as a Working Memory Deficit (2020) (46)
The Effects of Dynamic Strategic Math on English Language Learners’ Word Problem Solving (2013) (46)
Do semantic memory deficiencies underlie learning disabled readers' encoding processes? (1986) (46)
Operational Definitions and Learning Disabilities: An Overview (1991) (46)
Instruction Derived from the Strategy Deficit Model: Overview of Principles and Procedures (1990) (45)
The Effects of Mathematics Strategy Instruction for Children with Serious Problem-Solving Difficulties (2014) (45)
A longitudinal study of neuropsychological functioning and academic achievement in children with and without signs of attention-deficit/hyperactivity disorder (2014) (44)
The National Reading Panel’s Meta‐Analysis of Phonics Instruction: Another Point of View (2006) (44)
Short-Term Memory and Working Memory in Children with Blindness: Support for a Domain General or Domain Specific System? (2009) (43)
Adults With Reading Disabilities (2012) (43)
Minimum Standards for the Description of Participants in Learning Disabilities Research (1994) (43)
Cognitive profile of adolescents with math disabilities: Are the profiles different from those with reading disabilities? (2012) (43)
The Effect of Explicit and Direct Generative Strategy Training and Working Memory on Word Problem-Solving Accuracy in Children at Risk for Math Difficulties (2014) (42)
The effects of central processing strategies on learning disabled, mildly retarded, average, and gifted children's elaborative encoding abilities. (1989) (42)
Learning Disabilities and Memory (2004) (42)
An Information Processing Analysis of Learning Disabled Children’s Problem Solving (1993) (41)
Treatment Outcomes for Students with Learning Disabilities (2001) (39)
Searching for the Best Model for Instructing Students with Learning Disabilities. (2017) (38)
Minimum Standards for the Description of Participants in Learning Disabilities Research (1992) (37)
Title: Does Cognitive Strategy Training on Word Problems Compensate for Working Memory Capacity in Children with Math Difficulties? (2014) (37)
Using the Cognitive Processing Test to assess ability: Development of a dynamic assessment measure. (1995) (36)
Memory and learning disabilities (1987) (34)
Educational and psychological assessment of exceptional children: Theories, strategies, and applications (1982) (34)
Cognition and Literacy in English Language Learners at Risk for Reading Disabilities. (2012) (32)
Cognitive strategy interventions improve word problem solving and working memory in children with math disabilities (2015) (31)
Self-Instruction Training to Increase Academic Performance of Educationally Handicapped Children (1985) (30)
Reading Comprehension and Working Memory in Children with Learning Disabilities in Reading. (2007) (30)
Learning disabled children's problem solving: Identifying mental processes underlying intelligent performance (1988) (30)
Relationship between intelligence and vigilance in children (1989) (28)
Effects of Cognitive Effort and Word Distinctiveness on Learning Disabled and Nondisabled Readers' Recall. (1984) (28)
Effects of Dynamic Testing on the Classification of Learning Disabilities: The Predictive and Discriminant Validity of the Swanson-Cognitive Processing Test (S-CPT) (1995) (27)
The Effects of Paraphrasing Interventions on Problem‐Solving Accuracy for Children at Risk for Math Disabilities (2014) (27)
Strategy Transformations in Learning Disabled Children's Math Performance (1985) (26)
Working memory components that predict word problem solving: Is it merely a function of reading, calculation, and fluid intelligence? (2017) (26)
Do Phonological and Executive Processes in English Learners at Risk for Reading Disabilities in Grade 1 Predict Performance in Grade 2 (2004) (26)
Verbal-Coding Deficits in the Recall of Pictorial Information by Learning Disabled Readers: The Influence of a Lexical System (1987) (26)
Intellectual growth in children as a function of domain specific and domain general working memory subgroups (2011) (25)
Working memory and reading disabilities : Both phonological and executive processing deﬁcits are important (2012) (25)
The relationship between metacognition and analogical reasoning in mentally retarded, learning disabled, average, and gifted children. (1993) (25)
Does Growth in Working Memory Span or Executive Processes Predict Growth in Reading and Math in Children With Reading Disabilities? (2012) (25)
Individual differences in memory for mathematical story problems: Memory span and problem perception. (1990) (24)
Does Theory Guide Teaching Practice? (1984) (24)
Learning to Achieve: A Review Of The Research Literature on Serving Adults with Learning Disabilities (2013) (23)
Cognitive approaches to learning disabilities (1996) (23)
Generative Strategies, Working Memory, and Word Problem Solving Accuracy in Children at Risk for Math Disabilities (2013) (23)
The Relationship Between Phonological Codes on Memory and Spelling Tasks for Students With and Without Learning Disabilities (1992) (22)
Hemispheric specialization in learning disabled readers' recall as a function of age and level of processing. (1983) (21)
Dynamic Testing, Working Memory, and Reading Comprehension Growth in Children With Reading Disabilities (2011) (21)
Relations among metamemory, rehearsal activity and word recall of learning disabled and non-disabled readers. (1983) (21)
Learning Disabled Readers' Recall as a Function of Distinctive Encoding, Hemisphere Processing and Selective Attention (1985) (21)
Word Problem Solving, Working Memory and Serious Math Difficulties: Do Cognitive Strategies Really Make a Difference? (2016) (21)
Are there advantages for additive bilinguals in working memory tasks (2014) (20)
Short-Term Memory and Working Memory Operations and Their Contribution to Reading in Adolescents with and without Learning Disabilities. (1996) (19)
Disabled readers' processing of prose: Do any processes change because of intervention? (1987) (19)
Handbook on the assessment of learning disabilities : theory, research, and practice (1991) (19)
Does the Dynamic Testing of Working Memory Predict Growth in Nonword Fluency and Vocabulary in Children With Reading Disabilities? (2010) (18)
The relationship between intelligence and vigilance in children at risk (1995) (18)
Strategy Transformation in Learning Disabled and Nondisabled Students (1985) (18)
The impact of working memory training on near and far transfer measures: Is it all about fluid intelligence? (2018) (18)
Growth in working memory and inhibition predicts literacy in English language learners: A cross-sectional and longitudinal study (2015) (18)
Learning disabilities, distinctive encoding, and hemispheric resources (1991) (18)
Meta-Analysis, Replication, Social Skills, and Learning Disabilities (1996) (18)
Definition × treatment interactions for students with learning disabilities. (1999) (18)
Editorial: Proposed Guidelines and Criteria for Describing Samples of Persons with Learning Disabilities (1994) (17)
Intelligence, Working Memory, and Learning Disabilities (2015) (17)
Abbreviated Test of Working Memory (2014) (17)
Nonverbal visual short-term memory as a function of age and dimensionality in learning-disabled children. (1977) (16)
A Multidirectional Model for Assessing Learning Disabled Students' Intelligence: An Information-Processing Framework (1982) (16)
Latent Class Analysis of Children With Math Difficulties and/or Math Learning Disabilities: Are There Cognitive Differences? (2017) (16)
Self-Talk and Handicapped Children's Academic Needs: Applications of Cognitive Behavior Modification. (1985) (16)
Short-term memory and working memory in children as a function of language-specific knowledge in English and Spanish. (2005) (16)
A Meta-Analysis of Self-Monitoring on Reading Performance of K–12 Students (2018) (15)
Differences between Children with and Without Spelling Disability (2009) (15)
Naturalistic memory in learning-disabled and skilled readers (1991) (15)
Process assessment of intelligence in learning disabled and mentally retarded children: A multidirectional model (1984) (14)
Phonological Processes and Other Routes (1989) (14)
The Effects of Organizational Dimension on Memory for Words in Learning-Disabled and Nondisabled Readers. (1986) (13)
Characteristics of Frequently Cited Articles in Learning Disabilities (1986) (13)
Memory Subtypes in Learning Disabled Readers (1988) (13)
Cognition and Literacy in English Language Learners at Risk for Reading Disabilities: A Latent Transition Analysis. (2016) (13)
Naturalistic Memory in Learning Disabled Children (1990) (13)
Do Curriculum-Based Measures Predict Performance on Word-Problem-Solving Measures? (2015) (12)
Principles and procedures in strategy use. (1993) (12)
What learning-disabled readers fail to retrieve on verbal dichotic tests: A problem of encoding, retrieval, or storage? (1987) (12)
Math Difficulties and Working Memory Growth in English Language Learner Children: Does Bilingual Proficiency Play a Significant Role? (2018) (11)
The Characteristics of Prominent Articles with “Special Education” in the Title (1988) (11)
An Analysis of the Current Status of Special Education Research and Journal Outlets (1987) (11)
Verbal coding deficits in learning-disabled readers: A multiple stage model (1989) (11)
Timely and Compelling Research for the Field of Learning Disabilities: Implications for the Future (2004) (11)
Does the structure of working memory in EL children vary across age and two language systems? (2018) (11)
Does Growth in the Executive System of Working Memory Underlie Growth in Literacy for Bilingual Children With and Without Reading Disabilities? (2017) (11)
The Effects of Self-Generated Visual Mnemonics on Adult Learning Disabled Readers' Word Recall. (1988) (11)
The Effects of a Paraphrasing Intervention on Word Problem-Solving Accuracy of English Learners at Risk of Mathematic Disabilities (2018) (11)
Understanding Developmental and Learning Disabilities within Functional-Systems Frameworks: Building on the Contributions of J. P. Das (2015) (11)
Auditory and Visual Vigilance in Normal and Learning Disabled Readers (1980) (11)
Working Memory and Reading Disabilities: A Selective Meta-Analysis of the Literature (2005) (11)
Teaching strategies for children in conflict: Curriculum, methods, and materials (1979) (10)
Effects of cognitive-behavioral training on emotionally disturbed children's academic performance (1985) (9)
A Latent Transition Analysis of English Learners With Reading Disabilities: Do Measures of Cognition Add to Predictions of Late Emerging Risk Status? (2017) (9)
Learning Disabilities : Theoretical and Research Issues (2012) (9)
Working Memory, Intelligence, and Learning Disabilities (2005) (9)
Paraphrasing Interventions and Problem‐Solving Accuracy: Do Generative Procedures Help English Language Learners with Math Difficulties? (2019) (9)
Learning Disabilities: Assessment, Identification, and Treatment (2011) (8)
Science-Supported Math Instruction for Children with Math Difficulties (2009) (8)
Executive processing differences between learning-disabled, mildly retarded, and normal achieving children (1990) (8)
Improving same-sex and heterosocial interactions of emotionally disturbed adolescents (1985) (7)
Language‐Focused Interventions on Math Performance for English Learners: A Selective Meta‐Analysis of the Literature (2021) (7)
Implicit Notions about Learning Disabilities: Some Directions for Definitions. (1994) (7)
Minimum Standards for the Description of Participants in Learning Disabilities Research (1992) (7)
Word-Problem-Solving Interventions for Elementary Students With Learning Disabilities: A Selective Meta-Analysis of the Literature (2021) (7)
Working Memory and Dynamic Testing in Children with Learning Disabilities (2006) (7)
Influence of reading and calculation on children at risk and not at risk for word problem solving: Is math motivation a mediator? (2014) (7)
Characteristics of frequently cited articles in mental retardation. (1988) (6)
Can Difficulties in Language Acquisition and Specific Learning Disabilities Be Separated Among English Learners? (2020) (6)
Learning Disabled Readers' Verbal Coding Difficulties: A Problem of Storage or Retrieval?. (1986) (6)
Memory-Metamemory Connection in Intellectually Gifted and Normal Children (1984) (6)
CHAPTER 4 – Learning Disabilities and Memory (1991) (6)
Developmental recall lag in learning-disabled children: Perceptual deficit or verbal mediation deficiency? (1979) (6)
The Study of Cognitive Processes in Learning Disabled Students (1994) (5)
Cognitive Characteristics of Treatment-Resistant Children With Reading Disabilities: A Retrospective Study (2011) (5)
Meta-Analysis of Research on Children with Reading Disabilities (2010) (5)
Selecting a Research Program in Special Education (1993) (5)
The infl uence of working memory growth on reading and math performance in children with math and/or reading disabilities (2010) (5)
The stability of learning disabilities among emergent bilingual children: A latent transition analysis. (2020) (4)
The combining of multiple hemispheric resources in learning-disabled and skilled readers' recall of words: A test of three information-processing models (1987) (4)
Construct Validity of the K-ABC with Gifted Children (1989) (4)
Severe Discrepancy: Some Thoughts from Cognitive Psychology. (1987) (4)
Handbook of Learning Disabilities, Second Edition. (2014) (4)
Effects of Cognitive Strategy Interventions on Word Problem Solving and Working Memory in Children with Math Disabilities. (2011) (4)
Do Specific Classroom Reading Activities Predict English Language Learners’ Later Reading Achievement? (2017) (4)
Psychometric Properties of the Working Memory Rating Scale for Spanish-Speaking English Language Learners (2015) (4)
THE ROLE OF READING INTERVENTION RESEARCH IN THE IDENTIFICATION OF CHILDREN WITH READING DIFFICULTIES: A META-ANALYSIS OF THE LITERATURE FUNDED BY THE NICHD (2003) (4)
Dimensional Salience and Short-Term Memory Recognition in Mentally Retarded Children (1976) (4)
Math disabilities: Italian and U.S. perspectives (2008) (3)
The influence of verbal ability and metamemory on future recall (1987) (3)
Intellectually gifted and nongifted children’s inference from partial knowledge (1987) (3)
Math problem-solving and cognition among emerging bilingual children at risk and not at risk for math difficulties (2020) (3)
Chapter 2 – Learning Disabilities and Memory (2012) (3)
A Cross-Linguistic Examination of Heterogeneous Reading Profiles of Spanish-Speaking Bilingual Students (2019) (3)
Effect of Cognitive Effort on Learning Disabled and Nondisabled Readers' Recall (1984) (3)
Effect of Positive Reinforcement on Visual Academic Performance with a Partially Sighted Child. (1977) (3)
Meta-Analysis and Inadequate Responders to Intervention (2012) (3)
SEMANTIC AND PHONOLOGICAL CODING PROCESSES IN SKILLED AND LESS SKILLED READERS' READING OF TEXT (1991) (2)
Memory development in learning disabled children: evidence from nonverbal tasks. (1978) (2)
Predictive validity of dynamic testing and working memory as it relates to reading growth in children with reading disabilities (2011) (2)
Working Memory and Specific Learning Disorders : Reading (2018) (2)
Comments, Countercomments, and New Thoughts (1988) (2)
Classification and Dynamic Assessment of Children with Learning Disabilities. (2017) (2)
Teachers' Ratings of Working Memory in English Language Learners: Do Laboratory Measures Predict Classroom Analogues? (2016) (2)
Meta-Analysis and Special Education Research (2017) (2)
Working Memory and Strategy Instruction in Children with Learning Disabilities (2016) (2)
A Japanese Short Form of the Swanson Cognitive Processing Test to Measure Working Memory: Reliability, Validity, and Differences in Scores between Primary School Children of the United States and Japan (2006) (2)
Dimensionality and Signal Detection Effects on a Short-Term Memory Task with Mentally Retarded Children (1977) (2)
Growth in Math Computation among Monolingual and English Language Learners:Does the Executive System have a Role? (2019) (2)
Achievement in Children and Adults with Learning Disabilities? Short-Term Memory and Working Memory : Do Both Contribute to Our Understanding of Academic (2012) (1)
Developmental Changes in LD Readers' Encoding Preferences (1987) (1)
Problem-solving subgroups as a measure of intellectual giftedness (1991) (1)
Effects of Subvocal Suppression on Learning Disabled Readers' Sentence Comprehension (1983) (1)
Role of Working Memory in the language learning mechanism by ear, mouth, eye and hand in individuals with and without Specific Learning Disabilities in written language (2018) (1)
The influence of teachers’ math instructional practices on English learners’ reading comprehension and math problem-solving performance in Spanish and English (2022) (1)
Children's Lack-of-Knowledge Inference about Memory. (1985) (1)
What mediates the relationship between growth in math problem-solving and working memory in English language learners? (2021) (1)
Development of children’s word recall: Hemispheric specialization, strategy, or high-order cognitive process? (1988) (1)
DOES IQ AND READING LEVEL INFLUENCE TREATMENT OUTCOMES? IMPLICATIONS FOR THE DEFINITION OF LEARNING DISABILITIES (2003) (1)
Phonological Recoding and Suppression Effects in Children's Sentence Comprehension (1984) (1)
Characteristics of frequently cited articles related to children's emotional/behavioral disorders (1987) (1)
The relationship between executive processing and computational growth among monolingual and english learners with and without math difficulties: Does it help to be bilingual? (2020) (1)
Response Strategies and Stimulus Salience with Learning Disabled and Mentally Retarded Children on a Short-term Memory Task (1977) (1)
Cognitive Science Perspectives on Intelligence and Learning Disabilities (2012) (1)
Working memory components that predict word problem solving: Is it merely a function of reading, calculation, and fluid intelligence? (2017) (0)
Cognitive and academic growth among emergent bilingual children at risk and not at risk for math difficulties. (2022) (0)
minimum standards for the description of participants in ld research rosenberg 2004 (2013) (0)
Principles and Practice of Lifespan Developmental Neuropsychology: Synthesis of chapters on learning disabilities: overview and additional perspectives (2010) (0)
Overview of Theoretical and Research Issues (2012) (0)
The effects of self-instruction training on a deaf child's semantic and pragmatic production. (1987) (0)
A Multidirectional Model for Assessing Learning Disabled Students' Intelligence: An Information-Processing Framework (1988) (0)
Counting and Retrieval Strategies (1988) (0)
Media Review: A Reply to a Review of Teaching Strategies for Children in Conflict: Curriculum, Methods, and Materials (1981) (0)
Editorial (1989) (0)
Emergent math difficulties among English learners: can the odds be reduced? (2022) (0)
Functional Analysis Q-Sheet for LD Children (1978) (0)
Editor Farewell (2017) (0)
Eliciting energy ideas in thermodynamics (2010) (0)
PRELIMINARY WORK IN DETERMINING WHETHER DYNAMIC ASSESSMENT OF WORKING MEMORY HELPS IN THE CLASSIFICATION OF STUDENTS WITH READING DISABILITIES (2004) (0)
Politics and Learning Disabilities—Editor's Comments on Special Issue (1998) (0)
Effects of Verbal Labeling on Visual Recall with Reading Disabled Subgroups (1982) (0)
Effects of Cognitive Interventions on Problem Solving in English Learners and Children with Math Difficulties. (2016) (0)
Question 1 Is There a Significant Relationship Between Components of WM and Reading Growth , and Is Such a Relationship Dependent on the Type of Reading Task ? (2015) (0)
Supplemental Material for Stability of Learning Disabilities, Cognitive Growth, and L1 in English Learners: A Latent Class and Transition Analysis (2022) (0)
From the New Editor in Chief (2005) (0)
Cognition and cognitive disabilities (2015) (0)
Editorial (1996) (0)
The Relationship Between Early Classroom Activities and English Language Learners’ Later Math Problem‐Solving Performance: An Exploratory Study (2022) (0)

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