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Short-Term Memory and Working Memory Operations and Their Contribution to Reading in Adolescents with and without Learning Disabilities.
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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
Further Studies of Learning Disabled Children with Severe Performance Problems on the Digit Span Test.
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Torgesen, J. K.; And Others – Learning Disabilities Research and Practice, 1991
Four studies, involving 8 learning-disabled (LD) children with extreme memory difficulties, 8 LD children with average short-term memory skills, and 8 average children (ages 9-11), found that LD children have difficulties recalling both item and order information. These difficulties appear to be related to inefficiencies in phonological coding…
Descriptors: Cognitive Processes, Intermediate Grades, Learning Disabilities, Memory
The Role of Working Memory and Dynamic Assessment in the Classification of Children with Learning Disabilities.
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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
Alternative Diagnostic Approaches for Specific Developmental Reading Disabilities.
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Torgesen, Joseph K.; Wagner, Richard K. – Learning Disabilities Research and Practice, 1998
Summarizes recent studies identifying specific linguistic-cognitive markers for reading disabilities and describes efforts to develop measures of these markers in the areas of phonological awareness, rapid automatic naming, and verbal short-term memory. (Author/DB)
Descriptors: Cognitive Ability, Decoding (Reading), Disability Identification, Dyslexia
Do Phonological and Executive Processes in English Learners at Risk for Reading Disabilities in Grade 1 Predict Performance in Grade 2?
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Lee Swanson, H.; Sez, Leilani; Gerber, Michael – Learning Disabilities Research and Practice, 2004
This study determined the degree to which the phonological and executive components of memory reflect language-specific capacities in reading achievement. We tested whether the memory processes in a sample of English-language learners that played a major role in predicting second-language acquisition and risk for reading disability (RD) in Grade 1…
Descriptors: Second Language Learning, English (Second Language), High Risk Students, Grade 1