Working Memory, Short-term Memory, Speech Rate, Word Recognition and Reading Comprehension in Learning Disabled Readers: Does the Executive System Have a Role?.

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Growth in Working Memory and Mathematical Problem Solving in Children at Risk and Not at Risk for Serious Math Difficulties. (2008, background): “…of contents in LTM (e.g., knowledge of specific mathematical relations, general problem solving strategies) and the phonological loop, other activities of the executive system may also underlie the influence of WM on solution accuracy (e.g., Swanson & Ashbaker, 2000; Swanson & Sachse-Lee, 2001).”
Cognitive Predictors of Achievement Growth in Mathematics: A Five Year Longitudinal Study (2011, unknown): “Of course, the central executive (and intelligence) may still contribute to individual differences in other aspects of reading, especially comprehension (Stevenson et al., 1976; Swanson & Ashbaker, 2000).”
Modeling Phonological Core Deficits Within a Working Memory Architecture in Children and Adults With Developmental Dyslexia (2006, background): “Prior findings of impaired orthographic coding (Berninger, Abbott, Thomson, & Raskind, 2001; Olson, Forsberg, Wise, & Rack, 1994); phonological loop (Swanson, 2000; Wagner & Torgesen, 1997); handwriting, spelling, and written expression (Berninger, Abbott, Thomson, & Raskind, 2001); and executive…”