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Working Memory and Strategy Instruction in Children with Learning Disabilities

  • H. Lee SwansonEmail author
Chapter
Part of the Literacy Studies book series (LITS, volume 13)

Abstract

The purpose of this chapter is to review some of the instructional research completed in our lab related to improving memory performance in children with reading and/or math disabilities. We review studies that focus on (1) the effects of strategy knowledge and strategy training on the working memory (WM) performance as a function of dynamic testing conditions, (2) transfer effects as a function of direct training on WM tasks, and (3) the effects of strategy training on problem solving and transfer measures as a function of variations in working memory capacity.

Keywords

Reading disabilities Working memory Strategies Strategy knowledge 

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Copyright information

© Springer International Publishing Switzerland 2016

Authors and Affiliations

  1. 1.Education PsychologyUniversity of California-RiversideRiversideUSA

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