IES Grant

Title: | Strategy Training, Problem Solving, and Working Memory in Children with Math Disabilities | ||

Center: | NCSER | Year: | 2009 |

Principal Investigator: | Swanson, H. Lee | Awardee: | University of California, Riverside |

Program: | Cognition and Student Learning in Special Education [Program Details] | ||

Award Period: | 7/1/2009 – 6/30/2012 | Award Amount: | $1,516,050 |

Type: | Development and Innovation | Award Number: | R324A090002 |

Description: |
The purpose of this study is to develop and test a series of interventions that include supplemental classroom materials and instructional strategies for children with math disabilities. The interventions are designed to compensate for working memory limitations in order to improve performance on math word problems.
Publications
Swanson, H.L. (2011). The Influence of Working Memory Growth on Reading and Math Performance in Children With Math and/or Reading Disabilities. In P. Barrouillet, and V. Gaillard (Eds.), Swanson, H.L. (2014). Working Memory, Intelligence and Learning Disabilities. In T. Papadopoulos, R.K. Parrila, and J. Kirby (Eds.), Swanson, H.L. (2016). Working Memory and Strategy Instruction in Children With Learning Disabilities. In R. Schiff, and M. Joshi (Eds.), Swanson, H.L., and Alloway, T. (2011). Working Memory, Learning, and Academic Achievement. In K. Harris, T. Urban, and S. Graham (Eds.),
Swanson, H.L. (in press). Cognition and Cognitive Disabilities. In L. Corno, and E. Anderman (Eds.), Swanson, H.L., and Stomel, D.M. (2013). Learning Disabilities and Memory. In B.Y.L. Wong, and D. Butler (Eds.), 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.),
Fung, W., Orosco, M.J., and 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? Jerman, O., Reynolds, C., and Swanson, H.L. (2012). Does Growth in Working Memory Span or Executive Processes Predict Growth in Reading and Math in Children With Reading Disabilities?. Moran, A., Gerber, M., Swanson, H.L., and Fung, W. (2014). The Effects of Paraphrasing Interventions on Problem Solving Accuracy for Children at Risk for Math Disabilities. Orosco, M., Swanson, H.L., O'Connor, R., and Lussier, C. (2011). The Effects of Dynamic Math on English Language Learners' Word Problem Solving. Rennie, B., Beebe-Frankenberger, M., and Swanson, H.L. (2014). A Longitudinal Study of Neuropsychological Functioning and Academic Achievement in Children With and Without Signs of Attention-Deficit/Hyperactivity Disorder. Sisco-Taylor, D. Fung, W., and Swanson, H.L. (2015). Do Curriculum-Based Measures Predict Performance on Word-Problem-Solving Measures?. Swanson, H. L. (in press). Cognitive strategy interventions improve word problem solving and working memory in children with math disabilities. Swanson, H. L. (2012). Cognitive profile of adolescents with math disabilities: Are the profiles different from those with reading disabilities? Swanson, H. L. (2016). Word Problem Solving, Working Memory and Serious Math Difficulties: Do Cognitive Strategies Really Make a Difference? Swanson, H. L. and Fung, W. (2016). Working Memory Components and Problem-Solving Accuracy: Are There Multiple Pathways?. Swanson, H.L. (2014). Does Cognitive Strategy Training on Word Problems Compensate for Working Memory Capacity in Children With Math Difficulties?. Swanson, H.L. (2011). Intellectual Growth in Children as a Function of Domain Specific and Domain General Working Memory Subgroups. Swanson, H.L. (2011). Working Memory, Attention, and Mathematical Problem Solving: A Longitudinal Study of Elementary School Children. Swanson, H.L. (2015). Cognitive Strategy Interventions Improve Word Problem Solving and Working Memory in Children With Math Disabilities. Swanson, H.L., Lussier, C., and Orosco, M.J. (2013). Effects of Cognitive Strategy Interventions and Cognitive Moderators on Word Problem Solving in Children at Risk for Problem Solving Difficulties. Swanson, H.L., Lussier, C., and Orosco, M.J. (2013). Cognitive Strategies, Working Memory, and Growth in Word Problem Solving in Children With Math Difficulties. Swanson, H.L., Moran, A., Bocian, K., and Lussier, C. (2013). Generative Strategies, Working Memory, and Word Problem Solving Accuracy in Children at Risk for Math Disabilities. Swanson, H.L., Moran, A., Lussier, C., and 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. Swanson, H.L., Orosco, M., and Lussier, C. (2014). The Effects of Mathematics Strategy Instruction for Children With Serious Problem-Solving Difficulties. 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. Zheng, X., Swanson, H. L., & Marcoulides, G. A. (2011). Working memory components as predictors of children's mathematical word problem solving. |
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