Memory difficulties in children and adults with learning disabilities.

By H. Lee Swanson, Leilani Sáez. 2003

136 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/4b5b2e26cd986464086d488ec7e049bcbaaad80d

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Citations in the corpus

Investigating the predictive roles of working memory and IQ in academic attainment. (2010, unknown): “…that the speciﬁcity of associations between working memory and attainment persist after statistically controlling for differences in IQ in children with learning difﬁculties (Alloway, 2007b; Gathercole, Alloway, et al., 2006; Nation et al., 1999; Stothard & Hulme, 1992; Swanson & Saez, 2003).”
Effects of Accommodations on High-Stakes Testing for Students with Reading Disabilities (2006, unknown): “This procedure may enhance comprehension by facilitating more efficient use of shortterm memory, a problem experienced by many poor readers (Swanson & Saéz, 2003).”
How does working memory work in the classroom (2006, background): “However, recent research has confirmed that the specificity of associations between working memory and attainment persist after differences in IQ have been statistically controlled in children with learning difficulties (Swanson and Saez, 2003; Gathercole et al., 2006).”
Self–Regulation and Mathematics Instruction (2007, background): “Electronic inquiries may be sent to mmontague@miami.edu. self-regulation problems, which seem to adversely affect their performance in reading and/or mathematics (Swanson & S´aez, 2003).”
Cognitive Strategies Instruction: From Basic Research to Classroom Instruction (2009, background): “Another salient characteristic is that some people’s working memories seem to be greater in capacity, with smaller working memory associated with a variety of learning and language disorders (e.g., Swanson & Saez, 2003).”
The relationship between visuospatial sketchpad capacity and children's mathematical skills (2008, background): “An important and consistent finding is that working memory is strongly associated with children’s abilities to learn in key academic domains such as reading and mathematics (Gathercole, Pickering, Knight, & Stegmann, 2004; Holmes & Adams, 2006; Swanson & Saez, 2003).”
Working Memory, but Not IQ, Predicts Subsequent Learning in Children with Learning Difficulties (2009, background): “Composite standard scores for verbal IQ and performance IQ are reported.”
The Role of Sentence Recall in Reading and Language Skills of Children with Learning Difficulties. (2005, background): “…and writing (Ellis & Large, 1988; Frith, 1985), the active monitoring of information involved in complex span tasks is a good index of a child’s capacity to coordinate and integrate resources in complex activities such as reading (Gathercole, Lamont, & Alloway, in press; Swanson & Saez, 2003).”