Skip Navigation
Funding Opportunities | Search Funded Research Grants and Contracts

IES Grant

Title: Age-related Changes in Word Problem Solving and Working Memory
Center: NCER Year: 2002
Principal Investigator: Swanson, H. Lee Awardee: University of California, Riverside
Program: Cognition and Student Learning      [Program Details]
Award Period: 3 years Award Amount: $709,398
Goal: Exploration Award Number: R305H020055
Description:

The purpose of this research is to identify the mechanisms by which working memory influences word problem solving accuracy for children in Grades 1–3 who have normal mathematical abilities or who are at risk of math difficulties.

Related IES Projects: Strategy Training, Problem Solving, and Working Memory in Children with Math Disabilities (R324A090002)

Publications from this project:

Swanson, H.L. (2004). Working Memory and Phonological Processing as Predictors of Children's Mathematical Problem Solving at Different Ages. Memory and Cognition, 32: 648–666.

Swanson, H.L. (2005). Working Memory, Intelligence and Learning Disabilities. In O. Wilhelm and R.W. Engle (Eds.), Handbook of Understanding and Measuring Intelligence (pp.409–429). New York, NY: Sage Publications, Inc.

Swanson, H.L. (2006). Cognitive Processes that Underlie Mathematical Precociousness in Young Children. Journal of Experimental Child Psychology, 93 (3): 239–264.

Swanson, H.L. (2006). Cross-Sectional and Incremental Changes in Working Memory and Mathematical Problem Solving. Journal of Educational Psychology, 98 (2): 265–281.

Swanson, H.L. (2006). Working Memory and Dynamic Testing of Children with Learning Disabilities. In S. Pickering (Ed.), Working Memory and Education (pp. 125–156). San Diego, CA: Academic Press.

Swanson, H.L. (2008). Working Memory and Intelligence in Children: What Develops?. Journal Of Educational Psychology, 100 (3): 581–602.

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 (2): 139–165.

Swanson, H.L. (2011). Dynamic Testing, Working Memory, and Reading Comprehension Growth in Children with Reading Disabilities. Journal Of Learning Disabilities, 44 (4): 358–371.

Swanson, H.L. (2011). Intellectual Growth in Children as a Function of Domain Specific and Domain General Working Memory Subgroups. Intelligence, 39 (6): 481–492.

Swanson, H.L. (2011). Working Memory, Attention, and Mathematical Problem Solving: A Longitudinal Study of Elementary School Children. Journal Of Educational Psychology, 103 (4): 821–837.

Swanson, H.L., and Beebe-Frankenberger, M. (2004). The Relationship between Working Memory and Mathematical Problem Solving in Children at Risk and Not at Risk for Serious Math Difficulties. Journal of Educational Psychology, 96: 471–491.

Swanson, H.L., and Jerman, O. (2006). Math Disabilities: A Preliminary Meta-Analysis of the Published Literature on Cognitive Processes. In T. Scruggs and M. Mastropieri (Eds.), Applications of Research Methodology, Volume 1 Advances in Learning and Behavioral Disabilities (pp. 285–314). Bristol, UK: Elsevier Ltd.

Swanson, H.L., and Jerman, O. (2006). Reading Disabilities in Adults: A Selective Meta-Analysis of the Literature. Review of Educational Research, 76 (2): 249–274.

Swanson, H.L., and Jerman, O. (2007). The Influence of Working Memory on Reading Growth in Subgroups of Children with Reading Disabilities. Journal Of Experimental Child Psychology, 96 (4): 249–283.

Swanson, H.L., Howard, C.B., and Saez, L. (2006). Do Different Components of Working Memory Underlie Different Subgroups of Reading Disabilities? Journal of Learning Disabilities, 39 (3): 252–269.

Swanson, H.L., Jerman, O., and Zheng, X. (2008). Growth in Working Memory and Mathematical Problem Solving in Children at Risk and Not at Risk for Serious Math Difficulties. Journal of Educational Psychology, 100: 343–379.

Swanson, H.L., Jerman, O., and Zheng, X. (2009). Math Disabilities and Reading Disabilities: Can They Be Separated?. Journal Of Psychoeducational Assessment, 27 (3): 175–196.

Swanson, H.L., Kehler, P., and Jerman, O. (2010). Working Memory, Strategy Knowledge, and Strategy Instruction in Children with Reading Disabilities. Journal of Learning Disabilities, 43 (1): 24–47.

Swanson, H.L., Zheng, X., and Jerman, O. (2009). Declarative and Procedural Memory in Danish Speaking Children with Specific Language Impairment. Journal of Learning Disabilities, 42 (3): 260–287.

Swanson, H.L., Zheng, X., and Jerman, O. (2009). Working Memory, Short-Term Memory, and Reading Disabilities: A Selective Meta-Analysis of the Literature. Journal Of Learning Disabilities, 42 (3): 260–287.

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.


Back