This study examined whether children's growth on measures of fluid (Raven Colored Progressive Matrices) and crystallized (reading and math achievement) intelligence was attributable to domain-specific or domain-general functions of working memory (WM). A sample of 290 elementary school children was tested on measures of intelligence across three…

This study determined the working memory (WM) components (executive, phonological short-term memory [STM], and visual-spatial sketchpad) that best predicted mathematical word problem-solving accuracy in elementary schoolchildren (N = 392). The battery of tests administered to assess mediators between WM and problem-solving included measures of…

This study investigated the relationship between elementary classroom (N = 50) reading activities in Year 1 and reading performance (i.e., passage comprehension, letter-word identification, and word attack) 1 year later for English language learners (ELLs; N = 270). A cross-classification hierarchical model indicated that compared to other reading…

The purpose of this study was to examine effectiveness of paraphrasing interventions on mathematics word problem-solving accuracy in third grade children (N = 72) at risk for mathematics disabilities (MD). Three instructional conditions directed students' attention through paraphrasing, via writing, to different propositions within word problems.…

This cohort-sequential study explored the components of working memory (WM) that underlie second language (L2) reading growth in 450 children at risk and not at risk for reading disabilities (RD) whose first language is Spanish. English language learners designated as balanced and nonbalanced bilinguals with and without risk for RD in Grades 1, 2,…

This study investigated the role of strategy instruction and cognitive abilities on word problem solving accuracy in children with math difficulties (MD). Elementary school children (N = 120) with and without MD were randomly assigned to 1 of 4 conditions: general-heuristic (e.g., underline question sentence), visual-schematic presentation…

This study investigated the role of generative strategies and working memory capacity on word problem solving accuracy in children with math difficulties (MD). Within classrooms, children in Grade 3 with MD ("n" = 69) were randomly assigned to one of three treatment conditions: paraphrase question propositions (Restate), paraphrase…

Recent intervention studies directed to improve problem solving accuracy in children with math difficulties (MD) have found support for teaching cognitive strategies. This study addresses the question: What role does working memory capacity (WMC) play in strategy outcomes for children with MD? Four prediction models can be applied to strategy…

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…

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…

This study explores the cognitive basis of reading disabilities (RDs) in Spanish-speaking children who are learning English as a second language. Children (N = 393) designated as English language learners (ELLs) or bilingual with and without RDs in Grades 1, 2, and 3 were administered a battery of cognitive (short-term memory, working memory,…

This study investigated the prevalence and stability of latent classes at risk for reading disabilities (RD) in elementary-aged children whose first language is Spanish. To this end, children (N = 489) in Grades 1, 2, and 3 at Wave 1 were administered a battery of reading, vocabulary, and cognitive measures (short-term memory [STM], working memory…

The role of working memory (WM) in children's growth in mathematical problem solving was examined in a longitudinal study of children (N = 127). A battery of tests was administered that assessed problem solving, achievement, WM, and cognitive processing (inhibition, speed, phonological coding) in Grade 1 children, with follow-up testing in Grades…

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…

Purpose: The purpose of this study was to evaluate the contribution of working memory at the word and sentence levels of language to reading and writing outcomes. Method: Measures of working memory at the word and sentence levels, reading and writing, were administered to 2nd (N = 122), 4th (N = 222), and 6th (N = 105) graders. Structural equation…