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Direct linkGuzman, Guadalupe; Goldberg, Taryn S.; Swanson, H. Lee – School Psychology Quarterly, 2018
The published single-case design (SCD) research (N = 19 articles) on self-monitoring and reading performance was synthesized. The following inclusion criteria were used: (a) the study must have been peer-reviewed, (b) implemented an intervention targeting student self-monitoring of reading skills, (c) included data on at least 1 reading outcome,…
Descriptors: Elementary Secondary Education, Self Management, Reading Achievement, Meta Analysis
Swanson, H. Lee – Journal of Learning Disabilities, 2012
A meta-analysis by Tran, Sanchez, Arellano, and Swanson (2011) of the published RTI literature found that the magnitude of effect size (ES) between responders and low responders at posttest was significantly moderated by the pretest ES and the type of dependent measure administered, whereas no significant moderating effects were found in the mixed…
Descriptors: Evidence, Intervention, Effect Size, Pretests Posttests
Johnson, Evelyn S.; Humphrey, Michael; Mellard, Daryl F.; Woods, Kari; Swanson, H. Lee – Learning Disability Quarterly, 2010
Many practitioners and state education agency staff would likely agree that the accuracy and consistency of specific learning disability (SLD) eligibility decisions is in need of improvement. One component of the SLD definition particularly controversial in the identification procedures is the evaluation of cognitive processes, primarily due to a…
Descriptors: Learning Disabilities, Eligibility, Disability Identification, Cognitive Processes
Flynn, Lindsay J.; Zheng, Xinhua; Swanson, H. Lee – Learning Disabilities Research & Practice, 2012
This article synthesizes the experimental literature on reading interventions for upper elementary and middle school students identified with reading disabilities on norm-referenced reading measures. Ten studies (12 independent samples) yielded 70 effect sizes on norm-referenced reading measures with an aggregated mean of 0.41 (SE = 0.04) in favor…
Descriptors: Reading Difficulties, Intervention, Effect Size, Reading Skills
Tran, Loan; Sanchez, Tori; Arellano, Brenda; Swanson, H. Lee – Journal of Learning Disabilities, 2011
This article synthesizes the literature comparing at-risk children designated as responders and low responders to interventions in reading. The central question addressed in this review is whether individual differences in reading-related skills at pretest predict responders at posttest across a variety of interventions and sets of criteria for…
Descriptors: Small Group Instruction, Reading Difficulties, Reading Achievement, Pretests Posttests
Swanson, H. Lee; Zheng, Xinhua; Jerman, Olga – Journal of Learning Disabilities, 2009
The purpose of the present study was to synthesize research that compares children with and without reading disabilities (RD) on measures of short-term memory (STM) and working memory (WM). Across a broad age, reading, and IQ range, 578 effect sizes (ESs) were computed, yielding a mean ES across studies of -0.89 (SD = 1.03). A total of 257 ESs…
Descriptors: Reading Difficulties, Short Term Memory, Ability Grouping, Effect Size
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
Peer reviewedSwanson, 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
Peer reviewedSwanson, 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
