University of California, Riverside

Faculty Profile System



H. Lee Swanson


H. Lee Swanson

Distinguished Professor, Peloy Chair

Graduate School of Education
2127 Sproul Hall
(951) 827-4734
lee.swanson@ucr.edu

Research Areas

Information processing and individual differences, especially cognitive development and memory. Learning disabilities in children.

The goals of my research are to develop a theoretical model of learning disabilities that includes the cognitive mechanisms that moderate reading, writing and mathematical performance. The research program also includes developing dynamic testing situations that accurately diagnose learning disabilities and designing treatment programs to facilitate cognitive processes related to intelligence and achievement.

Degrees

  • B.A., Sociology/Psychology, Westmont College
  • M.A., Educational Psychology, California State University Los Angeles
  • Ph.D., Educational Psychology, University of New Mexico
  • Post-Doctoral work, Educational Psychology, University of California Los Angeles

Biography

H. Lee Swanson, PhD., holds an endowed chair and the rank of Distinguished Professor in Educational Psychology at UCR. He was previously a professor in the Department of Educational Psychology/School Psychology at the University of British Columbia. He did his postdoctoral work at UCLA and Ph.D work at UNM. He has received research awards from AERA American Educational Research Association and the International Academy for Research in Learning Disabilities. He is Currently Editor-in-Chief of the Journal of Learning Disabilities. His primary research interests are intelligence, memory, mathematics, reading and dynamic assessment as they apply to children with learning disabilities.

Current Curriculum Vitae

Publications

Published Books

  • Swanson, H.L. & Reinert, H. (1979). Teaching strategies for children in conflict: Curriculum, methods, and materials. St. Louis, MO: C.V. Mosby Co
    • a. Swanson, H.L. & Reinert, H.R. (1984). Teaching strategies for children in conflict: Curriculum, methods, and materials. (2nd ed.). St. Louis, MO: C.V. Mosby Co.
  • Swanson, H.L. & Watson, B. (1982). Educational and psychological assessment of exceptional children: Theories, strategies and applications. St. Louis, MO: C.V. Mosby Co.
    • a. Swanson, H.L. & Watson, B. (1989). Educational and psychological assessment of exceptional children: theories, strategies and applications. (2nd ed.). Columbus, OH: Merrill Publishing Company.
  • Swanson, H.L. , Hoskyn, M., & Lee, C. (1999). A comprehensive analysis of intervention research for students with learning disabilities: A meta-analysis of treatment outcomes. New York: Guildford Publishers.
  • Swanson, H.L., Harris, K.R., & Graham, S. (Eds.). (2003). Handbook of Learning Disabilities, 587 pp. New York, NY: The Guilford Press. (Second edition 2013)
  • Harris, K., Graham, S., Urdan, R., Bus, A., Major, S., Swanson, H.L. (2011). APA Educational Psychology Handbook, Vol. 3, Applications to teaching and learning. Wash., DC. : American Psychological Association

 

Published Journal Articles

  • Swanson, H.L. , Alide, A., & Kong, J. (in press). Latent Class Analysis of Children with Math Difficulties and/or Disabilities: What has Cognition have to do with it? Journal of Educational Psychology
  • Swanson, H. L. (2017). Verbal and visual-spatial working memory: What develops over a life-span? Development Psychology 53, 971-995
  • Peng, P., Wang, C. Barnes, M., Wang, W. , Swanson,H. L., Bardick, W., Li, S. & Tao, S (in press) . A meta-analysis of the relationship between reading and working memory. Psychological Bulletin
  • Fung, W. & Swanson, H. L. (2017). Working memory components that predict word problem solving: Is it merely a function of reading, calculation and fluid intelligence? Memory & Cognition,45,804-823
  • Swanson, H. L. (2017) A Latent Transition Analysis of English Language Learners with Reading Disabilities: Do Measures of Cognition Add to Predictions of Later Risk Status? Topics in Language Disorders, 37, 114-135.
  • Swanson, H.L. & McMurran, M. (in press). The Impact of Working Memory Training on Near and Far Transfer Measures: Is it all about Fluid Intelligence? Child Neuropsychology
  • Guzman, G.,, & Goldberg, T., & Swanson, H. L. (in press) A Meta-Analysis of Self-Monitoring on Reading Performance of K-12 Students, School Psychology Quarterly
  • Uppal, H. & Swanson, H.L.(2017). Teachers’ Ratings of Working Memory in English Language Learners: Do Laboratory Measures Predict Classroom Analogues?" Applied Cognitive Psychology, 30,871-884.
  • Swanson, H. L. & Fung, W. (2016). Working memory components and problem solving accuracy: Are there multiple pathways? Journal of Educational Psychology, 108, 1153-1177

  • Swanson, H.L. (2016). Working memory and strategy instruction in children with learning disabilities. In R. Schiff & M. Joshi Handbook of Intervention in Learning Disabilities. (pp 227-242) NY: Springer

  • Swanson, H. L. & Fung, W. (2016). Working memory components and problem solving accuracy: Are there multiple pathways? Journal of Educational Psychology, 108, 8, 1153-1177.

  • Swanson, H. L, Orosco, M., & Kudo, M. (2016). The relationship between classroom reading activities and later reading performance in ELL children. Reading and Writing Quarterly. doi:10.1080/10573569.2016.1145563

  • Swanson, H. L., Kudo, M., & Guzman-Orth, D. (2016) Cognition and Literacy in English Language Learners at Risk for Reading Disabilities: A Latent Transition Analysis. Journal of Educational Psychology , 108(6), 830-856.

  • Guzman-Orth, D., Grimm, R., Gerber, M., Orosco, M., Lussier, C. & Swanson, H.L. (2015) Psychometric Properties of the Working Memory Rating Scale for Spanish-speaking English Language Learners. Journal of Psychoeducational Assessment, 33, 555-567.

  • Swanson, H. L. (2015). Cognitive Strategy Interventions Improve Word Problem Solving and Working Memory in Children with Math Disabilities. Frontiers in Psychology: Developmental Psychology,6,1099- . doi: 10.3389/fpsyg.2015.01099

  • Swanson, Orosco, M., & Kudo (2015). Does Growth in the Executive System of Working Memory Underlie Growth in Literacy for Bilingual Children with and without Reading Disabilities? Journal of Learning Disabilities. doi: 10.1177/0022219415618499

  • Kudo, M., Lussier, C., & Swanson, H.L. (2015). Reading disabilities in Children: A selective meta-analysis of the cognitive literature. Research in Developmental Disabilities,40, 51-62.

  • Swanson, H.L., Orosco, M., & Lussier, C.M. (2015).Growth in Literacy, Cognition and Working Memory in English Language Learners. Journal of Experimental Child Psychology, 132, 155-188.
  • Kudo, M. & Swanson, H.L. (2014). Are there advantages for additive bilinguals in working memory tasks ?. Learning and Individual Differences,35, 96-102
  • Fung, W., Orosco, M. J., & Swanson, H.L. (2014) Influence of Reading and Calculation on Children at Risk and Not At Risk for Word Problem Solving: Is Math Motivation a Mediator? Learning and Individual Differences, 36, 84-91.
  • Sisco-Taylor, D. Fung, W., & Swanson, H.L. (2015)  "Do Curriculum-Based Measures Predict Performance on Word Problem Solving Measures?" Assessment for Effective Intervention, 40, 131-142.
  • Demetriou, A., Spanoudis, G. Shayer, M., Vader ven, S., Kroesbergen, E. Podjarny, G., Swanson, H. L. (2014). Relations between Speed, Working Memory, and Intelligence from Preschool to Adulthood: Structural Equation Modeling of 14 Studies. Intelligence,107-121.
  • Kudo, M. & Swanson, H.L. (2014). Are there advantages for additive bilinguals in working memory tasks ?. Learning and Individual Differences
  • Rennie, B; Beebe-Frankenberger, M. & Swanson. H. L. (2014) A Longitudinal Study of Neuropsychological Functioning and Academic Achievement in Children With and Without Signs of ADHD. Journal of Clinical and Experimental Neuropsychology, 36, 621-635.
  • Swanson, H. L., Moran, A.., Lussier, C., & Fung, W. (2014). The Effect of Explicit and Direct Generative Strategy Training and Working Memory on Word Problem Solving Accuracy in Children at Risk for Math Difficulties Learning Disability Quarterly, 37,111-123.
  • Moran, A., Gerber, M., Swanson, H.L., & Fung, W. (2014) The Effects of Paraphrasing Interventions on Problem Solving Accuracy for Children at Risk for Math Disabilities. Learning Disabilities Research and Practice, 29,97-105
  • Swanson, H.L. (2014) Growth in Working Memory and Inhibition Predicts Literacy in English Language Learners: A Cross-sectional and Longitudinal Study. Memory.
  • Swanson, H. L. (2014). Does cognitive strategy training on word problems compensate for working memory capacity in children with math difficulties? Journal of Educational Psychology, 106, 831-848
  • Rennie, B; Beebe-Frankenberger, M. & Swanson. H. L. (2014) A Longitudinal Study of Neuropsychological Functioning and Academic Achievement in Children With and Without Signs of ADHD. Journal of Clinical and Experimental Neuropsychology, 36, 621-635.
  • Demetriou, A., Spanoudis, G. Shayer, M., Vader ven, S., Kroesbergen, E. Podjarny, G., Swanson, H. L. (2014). Relations between Speed, Working Memory, and Intelligence from Preschool to Adulthood: Structural Equation Modeling of 14 Studies. Intelligence,107-121.
  • Zheng, X., Flynn, L., & Swanson, H. L. (2013). Experimental studies on problem solving and math disabilities: A selective review of the literature. Learning Disability Quarterly,36,97-111
  • Swanson, H. L. , Orosco, M., & Lussier, C. (2013). Effects of Cognitive Strategy Interventions and Cognitive Moderators on Word Problem Solving in Children at Risk for Problem Solving Difficulties. Learning Disabilities Reseach and Practice, 28, 170-183
  • Swanson, H.L., Orosco, M, & Lussier (2013). The Effects of Strategy Instruction for Children with Serious Problem Solving Difficulties. Exceptional Children, 80, 149-168.
  • Swanson, H.L., Orosco, M., & Lussier, C. (2012), Cognition and literacy in English Language Learners at Risk for Reading Disabilities. Journal of Educational Psychology, 104, 302-320.
  • Swanson, H. L. (2012) Meta-analysis and inadequate responders to intervention: A reply. Journal of Learning Disabilities,45, 570-575
  • Swanson, H. L (2012). Adults with reading disabilities: Converting a meta-analysis to practice. Journal of Learning Disabilities.,45, 17-30.
  • Swanson, H. L. (2011) Intellectual Growth in Children as a Function of Domain Specific and Domain General Working Memory Subgroups Intelligence, 39, 481-492
  • Swanson, H. L. (2011). Dynamic testing, working memory, and reading comprehension. Journal of Learning Disabilities, 44, 358-371.
  • Johnson, E., Humphrey, M. Mellard, D., Woods, K., & Swanson, H. L. (2010) Cognitive processing deficits and students with specific learning disabilities: A selective meta-analysis of the literature. Learning Disability Quarterly, 33, 3-18.
  • Swanson, H.L., Kehler, P., & Jerman, O. (2010). Working memory, strategy knowledge, and strategy instruction in children with reading disabilities. Journal of Learning Disabilities., 43, 24-47.
  • Berninger, V., Abbott, R., Swanson, H. L., Lovitt, D., Trivedi, P., Lin, S., Gould, L., Youngstrom, M., Shimada, S., and Amtmann, D. (2010). Relationship of word- and sentence-level working memory to reading and writing in second, fourth, and sixth grade. Language, Speech, and Hearing Services in Schools,41, 179-193.
  • Swanson, H.L. (2010). Does the dynamic testing of working memory predict growth in nonword fluency and vocabulary in children with reading disabilities. Journal of Cognitive Education and Psychology, 9, 51-77.
  • Swanson, H.L. & O’Connor, R. (2009). The role of working memory and fluency practice on the reading comprehension of students who are dysfluent readers. Journal of Learning Disabilities, 42,548-575.
  • Swanson, H. L.,, Zheng, X., & Jerman, O. (2009). Working memory, short-term memory, and reading disabilities: A selective meta-analysis of the literature. Journal of Learning Disabilities,42, 260-287
  • Swanson, H. L. & Ching-Ju Hsieh (2009). Characteristics of adults with reading disabilities: A meta-analysis of the literature. Review of Educational Research, 79 (4), 1-28.
  • Swanson, H.L., Jerman, O., Zheng, X. (2009). Math disabilities and reading disabilities: Can they be separated? Journal of Psychoeducational Assessment , 27,175-196
  • Richards, R., Berninger, V., Winn, W., Swanson, H.L., Stock, P., Liang, O., & Abbott, R. (2009). Differences in fMRI activation between children with and without spelling disability on 2-back/0-back working memory contrast. Journal of Writing, 1, 93-123.
  • Swanson, H. L. (2008) Working memory and intelligence: What develops? Journal of Educational Psychology, 100, 581-602
  • Swanson, H. L. & Luxenberg, D. (2008). Short-term memory and working memory in children with Blindness. Child Neuropsychology.15, 280-290
  • Swanson, H.L., Jerman, O., & Zheng, X. (2008). Growth in working memory and mathematic problem solving in children at risk and not at risk for serious math difficulties. Journal of Educational Psychology,100, 343-379
  • Swanson, H.L., & Kim, K. (2007). Working Memory, Short-Term Memory, and Naming Speed as Predictors of Children’s Mathematical Performance. Intelligence,35, 151-168
  • O’Connor, R,E., White, A., & Swanson, H.L. (2007). Repeated reading vs. continuous reading: influences on reading fluency and comprehension. Exceptional children, 74, 31-46.
  • Swanson, H. L., & Jerman, O. (2007). The Influence of Working Memory growth on Reading Growth in Subgroups of Children with Reading Disabilities. Journal of Experimental Child Psychology, 96, 249-283
  • Vanderberg, R. & Swanson, H. L. (2007). Which components of working memory predict components of adolescent’s writing? Reading and Writing: A Multidisciplinary journal, 20, 721-752
  • Swanson, H.L., Rosston, K., Gerber, M., & Solari, E. (2007). Influence of oral language and phonological processing on children’s bilingual reading, Journal of School Psychology, 46,413-429
  • Berninger, V., Abbott, R.D., Thomson, J., Wagner, R., Swanson, H.L., Wijsman, & Raskind, W. (2006). Modeling phonological core deficits within a working memory architecture in children and adults with developmental dyslexia. Scientific Studies of Reading, 10,165-198
  • Hwang, Y., Hosokawa, .T, Swanson, H. L., Ishizaka, I., Fifune, N., Ohira, D. Tomio O., (2006) A Japanese short-form of the Swanson Cognitive Processing Test (JS-CPT): Reliability, validity and the differences in scores between primary school children in the U.S. and Japan. Psychological Reports, 99, 27-38.
  • Swanson, H.L., Howard, C., & Saez, L. (2006). Do different components of working memory underlie different subgroups of reading disabilities. Journal of Learning Disabilities, 39, 252-269..
  • Hammill, D. & Swanson, H.L. (2006). The National reading panel’s meta-analysis of phonics instruction: Another point of view. Elementary School Journal, 107,17-26
  • Swanson, H.L. (2006) Cross sectional and incremental changes in working memory and mathematical problem solving in elementary school children. Journal of Educational Psychology,98,265-281
  • Swanson, H.L., Saez, L., & Gerber, M. (2006) Growth in literacy and cognition in bilingual children at risk for reading disabilities. Journal of Educational Psychology, 98,247-264
  • Swanson, H. L. (2006) Cognitive processes that underlie mathematical precociousness in young children, Journal of Experimental Child Psychology, 93, 239-264.
  • Swanson, H. L. & Jerman, O. (2006). Math Disabilities: A selective meta-analysis of the literature. Review of Educational Research, , 76, 249-274.
  • Swanson, HL. (2005). Memory and learning disabilities: History perspective, current status, and future trends, Thalmus, 23(2),30-44.
  • Swanson, H.L., & Howard, C.B. (2005). Children with reading disabilities: Does dynamic assessment help in the classification? Learning Disability Quarterly, 28, 17-34.
  • Trainin, G., & Swanson, H.L. (2005). Cognition, metacognition, and achievement in college students with learning disabilities. Learning Disability Quarterly, 28,261-273
  • Lanfranchi, S., & Swanson, H.L. (2005). Short-term memory and working memory in children as a function of language-specific knowledge in English and Spanish. Learning and Individual Differences,15,299-319.
  • Swanson, H.L. Saez, L., Gerber, M., & Lefstead, J. (2004). Literacy and cognitive functioning in bilingual and nonbilingual children at or not at risk for reading disabilities, Journal of Educational Psychology, 96(1), 3-18.
  • Swanson, H.L., & Beebe-Frankenberger, M. (2004). The relationship between working memory and mathematical problem solving in children at risk and not at risk for math difficulties. Journal of Educational Psychology, 96, 471-491.
  • Swanson, H.L., Saez, L., & Gerber, M. (2004). Do phonological and executive processes in English learners at risk for reading disabilities in grade 1 predict performance in grade 2? Learning Disabilities Research & Practice, 19, 225-239.
  • King-Sears, M.E., Boudah, D.J., Goodwin, M.W., Raskind, M.H., Swanson, H.L. (2004). Timely and compelling research for the field of learning disabilities: Implications for the future. Learning Disability Quarterly, 27, 77-88.
  • Swanson, H.L. (2004). Working memory and phonological processing as predictors of children’s mathematical problem solving at different ages. Memory & Cognition., 32, 648-666.
  • Swanson, H.L. (2003). Age-related differences in learning disabled and skilled reader’s working memory. Journal of Experimental Child Psychology, 85, 1-31.
  • Swanson, H.L., Trainin, G., Necoechea, D.M., & Hammill, D.D. (2003) Rapid naming, phonological awareness, and reading: A meta-analysis of the correlational evidence. Review of Educational Research, 73, 407-440.
  • Hoskyn M. & Swanson, H.L. (2003). The relationship between working memory and writing in younger and older adults. Reading & Writing: An Interdisciplinary Journal, 16, 759-784.
  • Ransby, M., & Swanson, H.L. (2003). Reading comprehension skills of young adults with childhood diagnosis of dyslexia. Journal of Learning Disabilities, 36, 538-555.
  • Swanson, H.L. & Deshler, D. (2003). Instructing adolescents with learning disabilities: Converting a meta-analysis to practice. Journal of Learning Disabilities, 36, 124-135.
  • Swanson, H.L. & Sachse-Lee, C. (2001). Mathematical problem solving and working memory in children with learning disabilities: Both executive and phonological processes are important. Journal of Experimental Child Psychology, 79, 294-321.
  • Swanson, H.L. (2001). Reading intervention research outcomes and students with learning disabilities. Perspectives: International Dyslexia Association, 27, 18-20. 8-20.
  • Simmerman, S. & Swanson, H.L. (2001). Treatment outcomes for students with learning disabilities: How important are internal and external validity? Journal of Learning Disabilities, 34(3), 221-236.
  • Wilson, K.M. & Swanson, H.L. (2001). Are mathematics disabilities due to a domain-general or a domain-specific working memory deficit? Journal of Learning Disabilities, 34(3), 237-248.
  • Swanson H.L. & Sachse-Lee, C. (2001). A subgroup analysis of working memory in children with reading disabilities: Domain-general or domain-specific deficiency? Journal of Learning Disabilities, 34(3), 249-263.
  • Swanson, H.L. & Siegel, L. (2001). Learning disabilities as a working memory deficit. Issues in Education: Contributions of Educational Psychology, 7(1), 1-48.
  • Swanson, H.L. & Siegel, L. (2001). Elaborating on working memory and learning disabilities: A reply to the commentators. Issues in Education: Contributions of Educational Psychology, 7(1), 107-129.
  • Swanson, H.L. & Hoskyn, M. (2001). Instructing Adolescents with Learning disabilities: A component and Composite Analysis. Learning Disabilities Research and Practice, 16(2), 103-112.
  • Keeler, M.L & Swanson, H.L. (2001). Does strategy knowledge influence working memory in children with mathematical disabilities. Journal of Learning Disabilities, 34(5), 418-434.
  • Murawski, W.W & Swanson, H.L. (2001). A meta-analysis of co-teaching research: Where are the data? Remedial and Special Education, 22(5), 258-267.
  • Swanson, H.L. (2001). Searching for the best model for instructing students with learning disabilities. Focus on Exceptional Children, 34(2), 1-15.
  • Swanson, H. L. & Lussier, C. (2001). A selective synthesis of the experimental literature on dynamic assessment. Review of Educational Research, 71, 321-361.
  • Swanson, H. L., & Howell, M. (2001). Working memory, short-term memory, and speech rate as predictors of children’s reading performance at different ages. Journal of Educational Psychology, 93, 720-734.
  • Swanson, H.L. (2001) Research on interventions for adolescents with learning disabilities: A meta-analysis of outcomes related to high order processing. Elementary School Journal, 101, 331-348.
  • Swanson, H.L. & Ashbaker, M.H. (2000). Working memory, short-term memory, speech rate, word recognition and reading comprehension in learning disabled readers: Does the executive system have a role? Intelligence, 28(1),1-30.
  • Swanson, H.L. (2000). Searching for the best cognitive model for instructing students with learning disabilities: A component and composite analysis. Educational and Child Psychology, 17(3), 101-121.
  • Swanson, H.L. (2000). Research on interventions for adolescents with learning disabilities: A meta-analysis of outcomes related to higher-order processing. The Elementary School Journal, 101(3),330-348.
  • Swanson, H.L. (2000). Are working memory deficits in readers with learning disabilities hard to change? Journal of Learning Disabilities, 33(6), 551-566.
  • O’Shaugnessy, T. & Swanson, H.L. (2000). A comparison of two reading interventions for children with reading disabilities. Journal of Learning Disabilities, 33(3), 257-277.
  • Lardieri, L.A., Blacher, J., & Swanson, H.L. (2000). Sibling relationships and parent stress in families of children with and without learning disabilities. Learning Disability Quarterly, 23(2), 105-116.
  • Hoskyn, M. & Swanson, H.L. (2000). Cognitive processing of low achievers and children with reading disabilities: A selective meta-analytic review of the published literature. School Psychology Review, 29(1), 102-119.
  • Swanson, H.L. (2000). Issues facing the field of learning disabilities. Learning Disability Quarterly, 23(1), 37-50.
  • Swanson, H.L. & Sachse-Lee, C. (2000). A meta-analysis of single-subject design intervention research for students with learning disabilities. Journal of Learning Disabilities, 33, 114-136.
  • Swanson, H.L. (1999). What develops in working memory? A life-span perspective. Developmental Psychology, 35(4), 986-1000.
  • Swanson, H.L. & Hoskyn, M. (1999). Definition x treatment interactions for students with learning disabilities. School Psychology Review, 28, 644-658.
  • Swanson, H.L. (1999). Reading research for students with learning disabilities: A meta-analysis of intervention outcomes. Journal of Learning Disabilities, 32, 504-532.
  • Swanson, H.L., Mink, J., & Bocian, K.M. (1999). Cognitive processing deficits in poor readers with symptoms of reading disabilities and ADHD: More alike than different? Journal of Educational Psychology, 91, 321-333.
  • Swanson, H.L. (1999). Reading comprehension and working memory in learning-disabled readers: Is the phonological loop more important than the executive system? Journal of Experimental Child Psychology, 72, 1-31.
  • Swanson, H.L. (1999). Instructional components that predict treatment outcomes for students with learning disabilities: Support for a combined strategy and direct instruction model. Learning Disabilities Research and Practice, 14(3), 129-140.
  • Swanson, H.L. (1998). Politics and learning disabilities: Comments on the special issue, Learning Disability Quarterly, 21 (4), 243-244.
  • O’Shaughnessy, T.E. & Swanson, H.L. (1998). Do immediate memory deficits in students with learning disabilities in reading reflect a developmental lag or deficit? A selective meta analysis of the literature. Learning Disability Quarterly, 21(2), 123-150.
  • Swanson, H.L. & Hoskyn, M. (1998). Experimental intervention research for students with learning disabilities: A meta-analysis of treatment outcomes. Review of Educational Research, 68(3), 276-321.
  • Swanson, H.L. & Alexander, J.E. (1997). Cognitive processes as predictors of word recognition and reading comprehension in learning-disabled and skilled readers: Revisiting the specificity hypothesis. Journal of Educational Psychology, 89(1), 128-158.
  • Swanson, H.L. (1996). Meta-analysis, replication, social skills, and learning disabilities. Journal of Special Education, 30(2), 213-221.
  • Swanson, H.L. & Trahan, M. (1996). Learning disabled and average readers’ working memory and comprehension: Does metacognition play a role? British Journal of Educational Psychology, 66, 333-355.
  • Ashbaker, M.H. & Swanson, H.L. (1996). Short-term memory and working memory operations and their contribution to reading in adolescents with and without learning disabilities. Learning Disabilities Research & Practice, 11(4), 206-213
  • Swanson, H.L, Carson, C., & Sachse-Lee, C.M. (1996). A selective synthesis of intervention research for students with learning disabilities. School Psychology Review, 25(3), 370-391.
  • Swanson, H.L. & Berninger, V. (1996). Individual differences in children = s writing: A function of working memory or reading or both processes? Reading and Writing, 8(4), 357-383.
  • Swanson, H.L. (1996). Individual and age-related differences in children's working memory. Memory & Cognition, 24(1), 70-82.
  • Swanson, H.L. (1996). Classification and dynamic assessment of children with learning disabilities. Focus on Exceptional Children, 28(9), 1-20.
  • Swanson, H.L., Ashbaker, M.H., & Lee, C. (1996). Learning disabled readers' working memory as a function of processing demands. Journal of Experimental Child Psychology, 61, 242-275.
  • Swanson, H.L. & Berninger, V.W. (1996). Individual differences in children's working memory and writing skill. Journal of Experimental Child Psychology, 63, 358-385.
  • Berninger, V., Whitaker, D., Feng, Y., Swanson, H.L., & Abbott, R.D. (1996). Assessment of planning, translating, and revising in junior high writers. Journal of School Psychology, 34(1), 23-52.
  • Swanson, H.L. & Berninger, V. (1995). The role of working memory in skilled and less skilled readers' comprehension. Intelligence, 21, 83-108.
  • Carter, J.D. & Swanson, H.L. (1995). The relationship between intelligence and vigilance in children at risk. Journal of Abnormal Child Psychology, 23(2), 201-220.
  • Swanson, H.L. (1995). Effects of dynamic testing on the classification of learning disabilities: The predictive and discriminant validity of the Swanson-Cognitive Processing Test (S-CPT). Journal of Psychoeducational Assessment, 13, 204-229.
  • Swanson, H.L. (1995). Children’s writing and individual differences in working memory. Issues in Education,: Contributions of Educational Psychology 1(2), 219-225.
  • Swanson, H.L. (1995). Using the cognitive processing test to assess ability: Development of a dynamic assessment measure. School Psychology Review, 24(4), 672-693.
  • Swanson, H.L. (1994). Short-term memory and working memory: Do both contribute to our understanding of academic achievement in children and adults with learning disabilities? Journal of Learning Disabilities, 27(1), 34-50.
  • Morris, R., Lyon, G.R., Alexander, D., Gray, D.B., Kavanagh, J., Rourke, B.P., & Swanson, H.L. (1994). Proposed guidelines and criteria for the description of learning disabled persons. Learning Disability Quarterly, 17, 106-109.
  • Whitaker, D., Berninger, V., Johnston, J. & Swanson, H.L. (1994). Intraindividual differences in levels of language in intermediate grade writers: Implications for the translating process. Learning and Individual Differences, 6(1), 107-130.
  • Swanson, H.L. & Christie, L. (1994). Implicit notions about learning disabilities: Some directions for definitions. Learning Disabilities Research & Practice, 9(4), 244-254.
  • Swanson, H.L. (1994). The role of working memory and dynamic assessment in the classification of children with learning disabilities. Learning Disabilities Research & Practice, 9(4), 190-202
  • Berninger, V.W., Cartwright, A.C., Yates, C.M., Swanson, H.L., & Abbott, R.D. (1994). Developmental skills related to writing and reading acquisition in the intermediate grades. Reading and Writing: An Interdisciplinary Journal, 6 161-196.
  • Swanson, H.L. (1993). Executive processing in learning-disabled readers. Intelligence, 17, 117-149.
  • Swanson, H.L. (1993). Individual differences in working memory: A model testing and subgroup analysis of learning-disabled and skilled readers. Intelligence, 17, 285-332.
  • Swanson, H.L. (1993). Selecting a research program in special education: Some advice and generalizations from published research. Remedial and Special Education, 14(3), 7-20, 27.
  • Swanson, H.L., Christie, L., & Rubadeau, R.J. (1993). The relationship between metacognition and analogical reasoning in mentally retarded, learning disabled, average, and gifted children. Learning Disabilities Research and Practice, 8(2), 70-81.
  • Swanson, H.L., Cooney, J.B., & Brock, S. (1993). The influence of working memory and classification ability on children's word problem solution. Journal of Experimental Child Psychology, 55, 374-395.
  • Rosenberg, M.S., Bott, D., Majsterek, D., Chiang, B., Gartland, D., Wesson, C., Graham, S., Smith-Myles, B., Miller, M., Swanson, H.L., Bender, W., Rivera, D., & Wilson, R. (1993). Minimum standards for the description of participants in learning disabilities research. Journal of Learning Disabilities, 26(4), 210-213.
  • Swanson, H.L. (1993). Working memory in learning disabilities subgroups. Journal of Experimental Child Psychology, 56, 87-114.
  • Swanson, H.L. & Hill, G. (Fall 1993). Metacognitive aspects of moral reasoning and behavior. Adolescence, 28(111), 711-735.
  • Swanson, H.L. (Winter 1993). An information processing analysis of learning disabled children's problem solving. American Educational Research Journal, 30(4), 861-893.
  • Swanson, H.L. & Shock, J. (1993). Semantic and phonological coding processes in skilled and less skilled readers' reading of text. Reading Psychology: An International Quarterly, 14, 81-111.
  • Swanson, H.L. & Ramalgia, J. (1992). The relationship between phonological codes on memory and spelling tasks for students with and without learning disabilities. Journal of Learning Disabilities, 25(6), 396-407.
  • Swanson, H.L. (1992). Generality and modifiability of working memory among skilled and less skilled readers. Journal of Educational Psychology, 84(4), 473-488.
  • Swanson, H.L. (1992). The relationship between metacognition and problem solving in gifted children. Roeper Review, 15(1), 43-47.
  • Swanson, H.L. & Malone, S. (1992). Social skills and learning disabilities: A meta-analysis of the literature. School Psychology Review, 21(3), 427-443.
  • Swanson, H.L. & Trahan, M.F. (1992). Learning disabled readers' comprehension of computer mediated text: The influence of working memory, metacognition and attribution. Learning Disabilities Research & Practice, 7, 74-86.
  • Swanson, H.L., O'Connor, J.E., & Carter, K.R. (1991). Problem-solving subgroups as a measure of intellectual giftedness. British Journal of Educational Psychology, 61, 55-72.
  • Swanson, H.L., Reffel, J., & Trahan, M. (1991). Naturalistic memory in learning-disabled and skilled readers. Journal of Abnormal Child Psychology, 19(2), 117-147.
  • Swanson, H.L. (Fall 1991). Operational definitions and learning disabilities: An overview. Learning Disability Quarterly, 14, 242-254.
  • Swanson, H.L. & Cochran, K.F. (1991). Learning disabilities, distinctive encoding and hemispheric resources. Brain and Language, 40, 202-231.
  • Swanson, H.L., Cochran, K.F., & Ewers, C.A. (1990). Can learning disabilities be determined from working memory performance? Journal of Learning Disabilities, 23(1), 59-67.
  • Swanson, H.L. & Trahan, M. (1990). Naturalistic memory in learning disabled children. Learning Disability Quarterly, 13(2), 82-95.
  • Carter, K.R. & Swanson, H.L. (1990). An analysis of the most frequently cited gifted journal articles since the Marland report: Implications for researchers. Gifted Child Quarterly, 34, 116-123.
  • Cooney, J.B. & Swanson, H.L. (1990). Individual differences in memory for mathematical story problems: Memory span and problem perception. Journal of Educational Psychology, 82(3), 570-577.
  • Swanson, H.L. (1990). Executive processing differences between learning disabled, mildly retarded, and normal achieving children. Journal of Abnormal Child Psychology, 18(5), 549-563.
  • Swanson, H.L. (1990). Influence of metacognitive knowledge and aptitude on problem solving. Journal of Educational Psychology, 82(2), 306-314.
  • Swanson, H.L., O'Connor, J.E., & Cooney, J.B. (Fall 1990). An information processing analysis of expert and novice teachers' problem solving. American Educational Research Journal, 27(3), 533-556.
  • Swanson, H.L. (1989). Phonological processes and other routes. Journal of Learning Disabilities, 22(8), 493-497.
  • Swanson, H.L. (1989). Strategy instruction: Overview of principles and procedures for effective use. Learning Disability Quarterly, 12(1), 3-15.
  • Swanson, H.L. (1989). The effects of central processing strategies on learning disabled, mildly retarded, average, and gifted children's elaborative encoding abilities. Journal of Experimental Child Psychology, 47, 370-397.
  • Swanson, H.L. (1989). Verbal coding deficits in learning-disabled readers: A multiple stage model. Educational Psychology Review, 1(3), 235-277.
  • Swanson, H.L. & Cooney, J. (1989). The relationship between intelligence and vigilance in children. Journal of School Psychology, 27, 141-153.
  • Swanson, H.L., Brandenburg-Ayers, S., & Wallace, S. (1989). Construct validity of the K-ABC with gifted children. The Journal of Special Education, 23(3), 342-352.
  • Swanson, H.L., Cochran, K., & Ewers, C. (1989). Working memory in skilled and less skilled readers. Journal of Abnormal Child Psychology, 17(2), 145-156.
  • Cooney, J.B., Swanson, H.L., & Ladd, S.F. (1988). Acquisition of mental multiplication skill: Evidence for the transition between counting and retrieval strategies. Cognition and Instruction, 5(4), 323-345.
  • Swanson, H.L. (1988). Comments, counter comments and new thoughts. Journal of Learning Disabilities, 21(5), 289-297.
  • Swanson, H.L. (1988). Learning disabled children's problem solving: Identifying mental processes underlying intellectual performance. Intelligence, 12, 261-278.
  • Swanson, H.L. (1988). Memory subtypes in learning disabled readers. Learning Disability Quarterly, 11(4), 342-357.
  • Swanson, H.L. (1988). Development of children’s word recall: Hemispheric specialization, strategy, or high order cognitive process? Bulletin of the Psychonomic Society, 26(2), 97-99.
  • Swanson, H.L. (1988). Toward a metatheory of learning disabilities. Journal of Learning Disabilities, 21(4), 196-209.
  • Swanson, H.L., Hughes, G., & Nicholes, J. (1988). Characteristics of frequently cited articles in mental retardation. Research in Developmental Disabilities, 9, 213-227.
  • Swanson, H.L., Overholser, J.B., & Cooney, J.B., & Overholser, J.D. (1988). The effects of self-generated visual mnemonics on adult learning disabled readers' word recall. Learning Disabilities Research, 4(1), 26-35.
  • Swanson, H.L., Plank, D., & Still, J. (1988). The characteristics of prominent articles with A Special Education @ in the title. Remedial and Special Education, 9(5), 41-49.
  • Sasso, G., Hughes, G., Swanson, H., & Novak, C. (1987). A comparison of peer initiation interventions in prompting multiple peer initiators with a severely handicapped student. Education and Training of the Mentally Retarded, 22, 150-155.
  • Swanson, H.L. (1987). Information processing theory and learning disabilities: A commentary and future perspective. Journal of Learning Disabilities, 20(3), 155-166.
  • Swanson, H.L. (1987). Information processing theory and learning disabilities: An overview. Journal of Learning Disabilities, 20(1), 3-7.
  • Swanson, H.L. (1987). Developmental changes in LD readers' encoding preferences. Learning Disability Quarterly, 10(3), 164-174.
  • Swanson, H.L. (1987). The combining of multiple hemispheric resources in learning-disabled and skilled readers' recall of words: A test of three information-processing models. Brain and Cognition, 6, 41-54.
  • Swanson, H.L. (1987). The influence of verbal ability and metamemory on future recall. British Journal of Educational Psychology, 57, 179-190.
  • Swanson, H.L. (1987). Verbal-coding deficits in the recall of pictorial information by learning disabled readers: The influence of a lexical system. American Educational Research Journal, 24(1), 143-170.
  • Swanson, H.L. (1987). What learning-disabled readers fail to retrieve on verbal dichotic tests: A problem of encoding, retrieval or storage? Journal of Abnormal Child Psychology, 15(3), 339-360.
  • Swanson, H.L. (1987). The effects of self-instruction training on a deaf child's semantic and pragmatic production. Journal of Communication Disorders, 20, 425-436.
  • Swanson, H.L. (1987). Severe discrepancy: Some thoughts from cognitive psychology. Learning Disabilities Research, 3(1), 57-63.
  • Swanson, H.L. & Alford, L. (1987). An analysis of the current status of special education research and journal outlets. Remedial and Special Education, 8(6), 8-18.
  • Swanson, H.L., Butts, C.S., & Lewis, G. (1987). Characteristics of frequently cited articles related to children's emotional behavioral disorders. Psychology in the Schools, 24(1), 364-371.
  • Swanson, H.L., Kontos, S., & Frazer, C. G. (1987). Intellectually gifted and non-gifted children's inference from partial knowledge. Bulletin of the Psychonomic Society, 25(1), 35-37.
  • Swanson, H.L., Kozleski, E., & Stegick, P. (1987). Disabled readers' processing of prose: Do any processes change because of intervention. Psychology in the Schools, 24(1), 378-384.
  • Swanson, H.L. (1986). Do semantic memory deficiencies underlie learning disabled readers' encoding processes? Journal of Experimental Child Psychology, 41, 461-488.
  • Swanson, H.L. (1986). Learning disabled readers' verbal coding difficulties: A problem of storage or retrieval? Learning Disability Research, 1(2), 73-82.
  • Swanson, H.L. & Rathgeber, A. (1986). The effects of organizational dimension on memory for words in learning-disabled and nondisabled readers. Journal of Educational Research, 79(3), 155-162.
  • Swanson, H.L. & Trahan, M. (1986). Characteristics of frequently cited articles in learning disabilities. Journal of Special Education, 20(2), 167-182.
  • Gadow, K.D. & Swanson, H.L. (1985). Assessing drug effects on academic performance. Psychopharmacology Bulletin, 21(4), 877-886.
  • Hill, G. & Swanson, H.L. (1985). Construct validity and reliability of the Ethical Behavior Rating Scale. Educational and Psychological Measurement, 45, 285-292.
  • Swanson, H.L. (1985). Improving same-sex and heterosocial interactions of emotionally disturbed adolescents. Journal of School Psychology, 23(4), 365-374.
  • Swanson, H.L. (1985). Children's lack-of-knowledge inference about memory. Child Study Journal, 15(1), 71-82.
  • Swanson, H.L. (1985). Effects of cognitive-behavioral training on emotionally disturbed children's academic performance. Cognitive Theory and Research, 9(2), 201-216.
  • Swanson, H.L. & Cooney, J.B. (1985). Strategy transformation in learning disabled and nondisabled students. Learning Disability Quarterly, 8(3), 221-230.
  • Swanson, H.L. & Kozleski, E.B. (1985). Self-talk and handicapped children's academic needs: Applications of cognitive behavior modification. Techniques: A Journal for Remedial Education and Counseling, 1, 367-379.
  • Swanson, H.L. & Obrzut, J.E. (1985). Learning disabled readers' recall as a function of distinctive encoding, hemisphere processing, and selective attention. Journal of Learning Disabilities, 18(7), 409-418.
  • Swanson, H.L. & Rhine, B. (1985). Strategy transformations in learning disabled children's math performance: Clues to the development of expertise. Journal of Learning Disabilities, 18(10), 596-603.
  • Kontos, S., Swanson, H.L., & Frasier, C.T. (1984). Memory-metamemory connection in intellectually gifted and normal children. Psychological Reports, 54, 930.
  • Swanson, H.L. & Scarpati, S. (1984). Self-instruction training to increase academic performance of educationally handicapped children. Child and Family Behavior Therapy, 6(4), 23-39.
  • Swanson, H.L. (1984). Effect of cognitive effort on learning disabled and nondisabled readers' recall. Journal of Learning Disabilities, 17(2), 67-74.
  • Swanson, H.L. (1984). Effects of cognitive effort and word distinctiveness on learning disabled and nondisabled readers' recall. Journal of Educational Psychology, 76(5), 894-908.
  • Swanson, H.L. (1984). Does theory guide teaching practice? Remedial and Special Education, 5(5), 7-16.
  • Swanson, H.L. (1984). Phonological recoding and suppression effects on children's sentence comprehension. Reading Research Quarterly, 19(4), 393-403.
  • Swanson, H.L. (1984). Process assessment of intelligence in learning disabled and mentally retarded children: A multidirectional model. Educational Psychologist, 19(3), 149-162.
  • Swanson, H.L. (1984). Semantic and visual memory codes in learning disabled readers. Journal of Experimental Child Psychology, 37, 124-140.
  • Swanson, H.L. (1983). A developmental study of vigilance in learning disabled and nondisabled children. Journal of Abnormal Child Psychology, 11(3), 415-429.
  • Swanson, H.L. (1983). Relations among metamemory, rehearsal activity and word recall of learning disabled and non-disabled readers. British Journal of Educational Psychology, 53, 186-194.
  • Swanson, H.L. (1983). Effects of subvocal suppression on learning disabled readers' sentence comprehension. Learning Disability Quarterly, 6(2), 207-216.
  • Swanson, H.L. & Mullen, R.C. (1983). Hemispheric specialization in learning disabled readers' recall as a function of age and level of processing. Journal of Experimental Child Psychology, 35, 457-477.
  • Swanson, L. (1983). Effects of rehearsal activity and level of word processing on learning disabled and normal readers' free recall. Journal of General Psychology, 108, 61-72.
  • Swanson, L. (1983). A study of nonstrategic linguistic coding on visual recall of learning disabled readers. Journal of Learning Disabilities, 16(4), 209-216.
  • Swanson, H.L. (1982). A multidirectional model for assessing learning disabled students' intelligence: An information-processing framework. Learning Disability Quarterly, 5, 312-326.
  • Swanson, H.L. (1982). Strategies and constraints--a commentary. Topics in Learning and Learning Disabilities, 2(2), 79-81.
  • Swanson, H.L. (1982). In the beginning was a strategy: or was it a constraint?. Topics in Learning and Learning Disabilities, 2(2), 10-14.
  • Swanson, L. (1982). Verbal short-term memory encoding of learning disabled, deaf, and normal readers. Learning Disability Quarterly, 5(1), 21-28.
  • Swanson, L. (1982). Conceptual process as a function of age and enforced attention in learning-disabled children: Evidence for deficient rule learning. Contemporary Educational Psychology, 7, 152-160.
  • Swanson, H.L. (1981). a reply to a review of teaching strategies for children in conflict: Curriculum, methods, and materials. Behavioral Disorders, 47, 58-62.
  • Swanson, L. (1981). Encoding of logical connective rules in learning-disabled children. Journal of Abnormal Child Psychology, 9(4), 507-516.
  • Swanson, L. (1981). Vigilance deficit in learning disabled children: A signal detection analysis. Journal of Child Psychology and Psychiatry, 22(4), 393-399.
  • Swanson, L. (1981). Locus of control and academic achievement in learning-disabled children. The Journal of Social Psychology, 113, 141-142.
  • Swanson, L. (1981). Modification of comprehension deficits in learning disabled children. Learning Disability Quarterly, 4, 189-202.
  • Swanson, L. (1981). Self-monitoring effects on concurrently reinforced reading behavior of a learning disabled child. Child Study Journal, 10(4), 225-232.
  • Swanson, L. & O'Connor, L. (1981). Short-term memory in deaf children in relation to verbal and dactylo-kinesthetic encoding. Journal of Psychology, 107, 231-236.
  • Swanson, H.L. (1980). Auditory and visual vigilance in normal and learning disabled readers. Learning Disability Quarterly, 3(2), 71-78.
  • Swanson, L. (1980). Cognitive style, locus of control, and school achievement in learning disabled females. Journal of Clinical Psychology, 36(4), 964-967.
  • Swanson, L. (1980). Conceptual rule learning in normal and learning disabled children. The Journal of General Psychology, 102, 255-263.
  • Swanson, H.L. (1980). Removal of positive reinforcement to decrease pre-academic behaviors in learning disabled adolescents. In H. Millman, C. Schaefer & J. Cohen (Eds.), Therapies for school behavior problems (pp. 52-56). San Francisco, CA: Jossey Bass. Publishers. [Condensed and republished].
  • Swanson, H.L. (1979). Developmental recall lag in learning-disabled children: Perceptual deficit or verbal mediation deficiency? Journal of Abnormal Child Psychology, 7(2), 199-21.
  • Swanson, H.L. (1979). Removal of positive reinforcement to decrease pre-academic behaviors in learning disabled adolescents. Psychology in the Schools, 16, 186-292.
  • Swanson, L. (1979). Comparison of normal and learning disabled children on short-term memory recall and selective attention. The Journal of Genetic Psychology, 135(1), 155-156.
  • Swanson, L. (1979). Auditory recall of conceptually, phonetically, and linguistically similar words by normal and learning-disabled children. The Journal of Special Education, 13(1), 63-67.
  • Swanson, L., Minifie, D., & Minifie, E. (1979). Conservation development in the partially sighted child. Psychology in the Schools, 16(2), 309-313.
  • Swanson, L. (1978). Comparison of normal and learning disabled children on a nonverbal short-term memory serial position task. The Journal of Genetic Psychology, 133, 119-127.
  • Swanson, H.L. (1978). Functional analysis. Q-sheet for LD children. Academic Therapy Quarterly, 14(2), 209-217.
  • Swanson, L. (1978). Verbal encoding effects on the visual short-term memory of learning disabled and normal readers. Journal of Educational Psychology, 70(4), 539-544.
  • Swanson, H.L. (1978). Primacy performance of normal and retarded children: Stimulus familiarity or spatial memory? Child Study Journal, 8, 101-110.
  • Swanson, H.L. (1977). Nonverbal visual short-term memory as a function of age and dimensionality in learning-disabled children. Child Development, 48(1), 51-55.
  • Swanson, H.L. (1977). Response strategies and stimulus salience with learning disabled and mentally retarded children on a short-term memory task. Journal of Learning Disabilities, 10(10), 635-642.
  • Swanson, H.L. (1977). Dimensionality and signal detection effects on a short-term memory task with mentally retarded children. Psychological Reports, 40, 421-422.
  • Swanson, H.L. (1977). Effect of positive reinforcement on visual academic performance with a partially sighted child. Education of the Visually Handicapped, 9(3), 72-76.
 
 

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