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Direct linkSwanson, H. Lee; Orosco, Michael J.; Lussier, Cathy M.; Gerber, Michael M.; Guzman-Orth, Danielle A. – Journal of Educational Psychology, 2011
In this study, we explored whether the contribution of working memory (WM) to children's (N = 471) 2nd language (L2) reading and language acquisition was best accounted for by processing efficiency at a phonological level and/or by executive processes independent of phonological processing. Elementary school children (Grades 1, 2, & 3) whose…
Descriptors: Elementary School Students, Language Impairments, Short Term Memory, Grade 1
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
Swanson, H. Lee – Journal of Educational Psychology, 2008
This study explored the contribution of the phonological and executive working memory (WM) systems to 205 (102 girls, 103 boys, 6 to 9 years old) elementary school children's fluid and crystallized intelligence. The results show that (a) a 3-factor structure (phonological short-term memory [STM], visual-spatial WM, and verbal WM) was comparable…
Descriptors: Elementary School Students, Intelligence, Factor Structure, Short Term Memory
Swanson, H. Lee – Journal of Educational Psychology, 2006
Cross-sectional and incremental age effects on cognitive processes that underlie individual differences in components of working memory (WM; phonological loop, visual-spatial sketchpad, executive processing) and mathematical problem-solving accuracy were examined in elementary school children. A battery of tests was administered that assessed…
Descriptors: Short Term Memory, Mathematics Skills, Problem Solving, Individual Differences
Peer reviewedSwanson, H. Lee; Berninger, Virginia – Intelligence, 1995
Results of two experiments involving 206 upper elementary school students supported the hypothesis that less-skilled readers suffer working memory deficits that contribute to comprehension problems independent of their problems in phonological coding. Results also suggest that constraints in an executive system may contribute to reading…
Descriptors: Coding, Cognitive Processes, Decoding (Reading), Elementary School Students
Download full textTrainin, Guy; Swanson, H. Lee – Learning Disability Quarterly, 2005
This study examined the way successful college students with LD compensated for their deficits in phonological processing. Successful was defined as average or above-average grades in college coursework. The study compared the cognitive and metacognitive performance of students with and without LD (N = 40). Although achievement levels for both…
Descriptors: College Students, Metacognition, Learning Disabilities, Academic Achievement
Swanson, H. Lee; Saez, Leilani; Gerber, Michael; Leafstedt, Jill – Journal of Educational Psychology, 2004
The authors determined whether the cognitive processes that underlie second-language acquisition difficulties are the same as those that underlie reading difficulties. First-grade (N = 101) bilingual and nonbilingual children were administered a battery of measures in Spanish and English. English word identification and vocabulary were predicted…
Descriptors: Short Term Memory, Bilingualism, Cognitive Processes, Second Language Learning
