The role of working memory and fluency practice on the reading comprehension of students who are dysfluent readers

Journal of Learning Disabilities

Volumn 42, Issue 6, 2009, Pages 548-575

  Swanson, H Lee ^a   O'Connor, Rollanda ^a  

^a UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

Cognitive processing; Instruction; Reading

Indexed keywords

APTITUDE TEST; ARTICLE; ATTENTION; CHILD; COMPREHENSION; DYSLEXIA; EDUCATION; FEMALE; HUMAN; LEARNING; LINGUISTICS; MALE; PSYCHOMETRY; REACTION TIME; READING; SEMANTICS; SHORT TERM MEMORY; STATISTICS; TEACHING;

APTITUDE TESTS; ATTENTION; CHILD; COMPREHENSION; DYSLEXIA; EDUCATION, SPECIAL; FEMALE; HUMANS; MALE; MEMORY, SHORT-TERM; PRACTICE (PSYCHOLOGY); PSYCHOMETRICS; REACTION TIME; READING; REMEDIAL TEACHING; SEMANTICS; VERBAL LEARNING; VOCABULARY;

EID: 70449130883     PISSN: 00222194     EISSN: None     Source Type: Journal    
DOI: 10.1177/0022219409338742     Document Type: Article

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