Reading Comprehension and Working Memory in Learning-Disabled Readers: Is the Phonological Loop More Important Than the Executive System? von Swanson, H.Lee

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The role of working memory in skilled and less skilled readers' comprehension von Swanson, H.Lee, Berninger, Virginia

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Mathematical Problem Solving and Working Memory in Children with Learning Disabilities: Both Executive and Phonological Processes Are Important von Swanson, H.Lee, Sachse-Lee, Carole

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Working memory, short-term memory, speech rate, word recognition and reading comprehension in learning disabled readers: does the executive system have a role? von Swanson, H.Lee, Ashbaker, Margaret Howell

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Individual Differences in Children's Working Memory and Writing Skill von Swanson, H.Lee, Berninger, Virginia W.

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Working Memory in Learning Disability Subgroups von Swanson, H.Lee

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Learning-Disabled Readers' Working Memory as a Function of Processing Demands von Swanson, H.Lee, Ashbaker, Margaret Howell, Lee, Carole

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Working memory, short-term memory, speech rate, word recognition and reading comprehension in learning disabled readers: does the executive system have a role?11The research was su... von Swanson, H.Lee, Ashbaker, Margaret Howell

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Executive processing in learning-disabled readers von Swanson, H.Lee

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The Influence of Working Memory and Classification Ability on Children′s Word Problem Solution von Swanson, H.Lee, Cooney, John B., Brock, Sonia

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The effects of central processing strategies on learning disabled, mildly retarded, average, and gifted children's elaborative encoding abilities von Swanson, H.Lee

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Learning disabilities, distinctive encoding, and hemispheric resources von Swanson, H.Lee, Cochran, Kathryn F.

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Relationship between intelligence and vigilance in children von Swanson, H.Lee, Cooney, John B.

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Improving same-sex and heterosocial interactions of emotionally disturbed adolescents von Swanson, H.Lee

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Hemispheric specialization in learning disabled readers' recall as a function of age and level of processing von Swanson, H.Lee, Mullen, Robert C.

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Intellectually gifted and nongifted children's inference from partial knowledge von SWANSON, H. L, KONTOS, S, FRAZER, C. G

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