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Memory Subtypes in Learning Disabled Readers.
Peer reviewed Peer reviewed
Swanson, H. Lee – Learning Disability Quarterly, 1988
Patterns of memory dysfunction were determined in 50 middle school learning disabled readers (LD) through a hierarchical cluster analysis. Results were consistent with memory capacity theories of LD and provided external validation for classification of LD readers on psychometric measures according to patterns of memory performance. (Author/DB)
Descriptors: Classification, Intermediate Grades, Learning Disabilities, Memory
Naturalistic Memory in Learning Disabled Children.
Peer reviewed Peer reviewed
Swanson, H. Lee; Trahan, Marcy – Learning Disability Quarterly, 1990
Thirty-five learning-disabled readers (mean age 10) and 43 controls were compared on a sentence span task and on recall of everyday features, consequential events, and misleading information. Results indicated that subjects were deficient on working memory and naturalistic measures, but their naturalistic memory deficits did not appear to relate…
Descriptors: Intermediate Grades, Learning Disabilities, Memory, Performance Factors
Learning Disabled Readers' Verbal Coding Difficulties: A Problem of Storage or Retrieval?
Swanson, H. Lee – Learning Disabilities Research, 1986
Sixteen skilled and 16 learning disabled (LD) readers (ages 11-12) viewed nonsense pictures either without names, with names that emphasized the semantic aspects of the picture, or with names unassociated with the pictorial representation. Results suggested that semantic coding deficits in LD readers were localized to retrieval processes.…
Descriptors: Decoding (Reading), Intermediate Grades, Learning Disabilities, Memory
Learning Disabled Readers' Comprehension of Computer Mediated Text: The Influence of Working Memory, Metacognition and Attribution.
Peer reviewed Peer reviewed
Swanson, H. Lee; Trahan, Marcille F. – Learning Disabilities Research and Practice, 1992
Learning-disabled and average readers (n=120) from grades four through six completed comprehension questions under one of four treatment conditions. Results indicated that computer-mediated text was no better than off-line conditions in improving learning-disabled readers' comprehension. Attribution and metacognitive sophistication were…
Descriptors: Attribution Theory, Computer Oriented Programs, Instructional Effectiveness, Intermediate Grades
Reading Comprehension and Working Memory in Learning-Disabled Readers: Is the Phonological Loop More Important Than the Executive System?
Peer reviewed Peer reviewed
Swanson, H. Lee – Journal of Experimental Child Psychology, 1999
Investigated the contribution of two working-memory systems (the articulatory loop and the central executive) to the performance differences between learning-disabled and skilled readers. Found that, compared to skilled readers, learning-disabled readers experienced constraints in the articulatory and long-term memory system, and suffered…
Descriptors: Elementary School Students, Intermediate Grades, Learning Disabilities, Learning Problems
What Learning-Disabled Readers Fail to Retrieve on Verbal Dichotic Tests: A Problem of Encoding, Retrieval, or Storage?
Peer reviewed Peer reviewed
Swanson, H. Lee – Journal of Abnormal Child Psychology, 1987
Fifth-grade learning disabled and skilled readers (N=32) were compared on verbal dichotic listening tasks for free recall and cued recall of word lists organized by semantic, phonemic, and structural features. Results indicated that disabled readers were comparable on free recall but were inferior to skilled readers on cued recall. (Author/JW)
Descriptors: Cues, Encoding (Psychology), Intermediate Grades, Language Processing