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Journal of Experimental Child Psychology|June 1, 1989
The effects of central processing strategies on learning disabled, mildly retarded, average, and gifted children's elaborative encoding abilitiesH L SwansonChild Development|March 1, 1977
Nonverbal visual short-term memory as a function of age and dimensionality in learning-disabled childrenH L SwansonMemory & Cognition|January 1, 1996
Individual and age-related differences in children's working memoryH L SwansonJournal of Experimental Child Psychology|February 1, 1984
Semantic and visual memory codes in learning disabled readersH L SwansonBrain and Cognition|January 1, 1987
The combining of multiple hemispheric resources in learning-disabled and skilled readers' recall of words: a test of three information-processing modelsH L SwansonJournal of Communication Disorders|October 1, 1987
The effects of self-instruction training on a deaf child's semantic and pragmatic productionH L SwansonJournal of Learning Disabilities|October 30, 2004
Reading research for students with LD: a meta-analysis of intervention outcomesH L SwansonJournal of Learning Disabilities|January 1, 1994
Short-term memory and working memory: do both contribute to our understanding of academic achievement in children and adults with learning disabilities?H L SwansonJournal of Abnormal Child Psychology|June 1, 1979
Developmental recall lag in learning-disabled children: perceptual deficit or verbal mediation deficiency?H L SwansonJournal of Learning Disabilities|October 27, 2004
Treatment outcomes for students with learning disabilities: how important are internal and external validity?S Simmerman, H L SwansonPageof 11