Instructing Adolescents with Learning Disabilities: A Component and Composite Analysis

By H. Lee Swanson, Maureen Hoskyn. 2001

124 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/42711d83466f58aa5758f208c92ffae25cae80ea

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Citations in the corpus

A Synthesis of Reading Interventions and Effects on Reading Comprehension Outcomes for Older Struggling Readers (2009, background): “Secondary students face increasing accountability measures along with a great deal of pressure to meet the demands of more difficult curricula and content (Swanson & Hoskyn, 2001).”
Ten Faulty Notions About Teaching and Learning That Hinder the Effectiveness of Special Education (2003, background): “…mediated scaffolding [Coyne, Kame’enui, & Simmons, 2001], functional assessment [Horner & Carr, 1997]) and tactical procedures (e.g., “think alouds” [Swanson & Hoskyn, 2001], constant time delay [Kratzer, Spooner, Test, & Koorland, 1993]) that special education teachers should know how to select…”
Instructing Struggling Older Readers: A Selective Meta–Analysis of Intervention Research (2012, methodology): “Previous syntheses have identiﬁed strategies and direct instruction components as moderating outcomes for adolescents with learning disabilities (e.g., Swanson, 2000; Swanson & Hoskyn, 2001), but this has not been linked to norm-referenced test outcomes.”
Experimental Intervention Studies on Word Problem Solving and Math Disabilities (2013, methodology): “Although pervious regression analyses (Swanson, 2000; Swanson & Hoskyn, 2001) have isolated the unique variance related to specific components (e.g., explicit practice), because of the limited number of studies in this synthesis, we can only analyze the occurrence of reported components.”
Using Evidence–Based Practices to Build Mathematics Competence Related to Conceptual, Procedural, and Declarative Knowledge (2007, background): “In another meta-analysis, Swanson and Hoskyn (2001) found “those studies that included components related to explicit practice yielded larger effect sizes than those studies in the contrasting conditions” (p. 113).”
Reading Comprehension in Adolescents with LD: What We Know; What We Need to Learn (2008, background): “Inaseparatemeta-analysisofinstructionalcomponentsre-lated to strategy instruction for adolescent learners, Swanson and Hoskyn (2001) identiﬁed two priority instructional components, advance organizers and explicit practice, which contributed signiﬁcant variance toward treatment outcomes.”
Explicit Instruction: Historical and Contemporary Contexts (2017, methodology): “Chunking is often used when teaching multistep strategies whereby each step is taught one at a time, as described above (Hughes, 2011; Swanson & Deshler, 2003; Swanson & Hoskyn, 2001).”
A Meta-analytic Review of Components Associated with Parent Training Program Effectiveness (2008, background): “The decision to focus on programs containing an active acquisition component was based on decades of research showing that active learning approaches are superior to passive approaches (e.g., Arthur et al. 1998; Joyce and Showers 2002; Salas and CannonBowers 2001; Swanson and Hoskyn 2001).”