WWC review of this study

The Role of Working Memory and Fluency Practice on the Reading Comprehension of Students Who Are Dysfluent Readers

Swanson, H. Lee; O'Connor, Rollanda (2009). Journal of Learning Disabilities, v42 n6 p548-575. Retrieved from: https://eric.ed.gov/?id=EJ861278

  •  examining 
    40
     Students

Reviewed: June 2016

Meets WWC standards without reservations


Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Study sample characteristics were not reported.

Reviewed: May 2014



Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Study sample characteristics were not reported.
 

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