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IES Grant

Title: Postdoctoral Methodological Training in Instruction, Reading, Math, and Cognition Research on Children At Risk for Learning Disabilities
Center: NCSER Year: 2008
Principal Investigator: Swanson, H. Lee Awardee: University of California, Riverside
Program: Postdoctoral Research Training Program in Special Education and Early Intervention      [Program Details]
Award Period: 7/1/2008-6/30/2012 Award Amount: $649,448
Type: Training Award Number: R324B080002

This postdoctoral program trained four postdoctoral fellows in research design and statistical methods within the areas of reading, math, and cognition. The training program included mentoring faculty with expertise in intervention research and statistical methods. Postdoctoral fellows had the opportunity to participate in research projects that addressed a) interventions to increase reading fluency and comprehension, b) response to intervention, and c) interventions targeting cognitive processes for children with learning disabilities in reading and math. Training in meta-analytic techniques was also provided.

Postdoctoral Fellows

Arellano, Brenda
Flynn, Lindsay
Tran, Loan
Zheng, Xinhua

As of 2020, Dr. Arellano was a senior researcher at the American Institutes for Research, Dr. Flynn was an independent education research consultant, and Dr. Tran was a research specialist at Stockton Unified School District.


Book chapter

Flynn, L.J., and Swanson, H.L. (2013). Understanding Reading Comprehension: Challenges for Older Students With Reading Disabilities. In R.T. Boon, and V. Spencer (Eds.), Adolescent Literacy: Strategies for Content Comprehension in Inclusive Classrooms (pp. 1-12). Towson, MD: Paul H. Brookes Co., Inc.

Swanson, H.L., and Zheng, X. (2013). Memory Difficulties in Children and Adults With Learning Disabilities. In H.L. Swanson, K. Harris, and S. Graham (Eds.), Handbook of Learning Disabilities (2nd ed., pp. 214-238). New York: Guilford Press.

Journal article, monograph, or newsletter

Flynn, L., Zheng, X., and Swanson, H.L. (2012). Instructing Struggling Older Readers: A Selective Meta-Analysis of Intervention Research. Learning Disabilities Research & Practice, 27(1): 21-32. doi:10.1111/j.1540-5826.2011.00347.x

Flynn, L.J., Hosp, J.H., Hosp, M.K., and Robbins, K. (2011). Word Recognition Error Analysis: Comparing Isolated Word List and Oral Passage Reading. Assessment for Effective Intervention, 36(3): 167-178. doi:10.1177/1534508411398649

Robbins, K.P., Hosp, J.H., Hosp, M.K., and Flynn, L.J. (2010). Assessing Specific Grapho-Phonemic Skills in Elementary Students. Assessment for Effective Intervention, 36(1): 21-34. doi:10.1177/1534508410379845

Tran, L., Sanchez, T., Arellano, B., and Swanson, H.L. (2011). A Meta-Analysis of the RTI Literature for Children at Risk for Reading Disabilities. Journal of Learning Disabilities, 44(3): 283-295. doi:10.1177/0022219410378447

Zheng, X., Flynn, L., and Swanson, H.L. (2013). Experimental Intervention Studies on Word Problem Solving and Math Disabilities: A Selective Analysis of the Literature. Learning Disability Quarterly, 36(2): 97-111. doi:10.1177/0731948712444277

Zheng, X., Swanson, H.L, and Marcoulides, G.A. (2011). Working Memory Components as Predictors of Children's Mathematical Word Problem Solving. Journal of Experimental Child Psychology, 110(4): 481-498. doi:10.1016/j.jecp.2011.06.001