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Direct linkJohnson, Deanne Emilie Dukleth; Swanson, H. Lee – Journal of Psychoeducational Assessment, 2011
The purpose of this quasi-experimental study was to compare the cognitive performance of 11-to 14-year-old children with reading disabilities as a function of high (greater than 85 reading standard score) and low (less than 85 reading standard score) response to intervention. Students were divided into high responders, low responders, and…
Descriptors: Early Adolescents, Reading Difficulties, Response to Intervention, Phonological Awareness
Download full textSwanson, H. Lee; Orosco, Michael J.; Lussier, Cathy M. – Exceptional Children, 2014
This study investigated the role of strategy instruction on solution accuracy in children with and without serious math difficulties (MD) in problem solving. Children's posttest solution accuracy was compared on standardized and experimental measures as a function of strategy conditions. Strategy conditions included curriculum materials that…
Descriptors: Mathematics Instruction, Teaching Methods, Problem Solving, Learning Problems
H. Lee Swanson; Rollanda O'Connor – Journal of Learning Disabilities, 2009
The authors investigated whether practice in reading fluency had a causal influence on the relationship between working memory (WM) and text comprehension for 155 students in Grades 2 and 4 who were poor or average readers. Dysfluent readers were randomly assigned to repeated reading or continuous reading practice conditions and compared with…
Descriptors: Reading Comprehension, Reading Fluency, Short Term Memory, Grade 2
