Individual Listing

SPROUL HALL
University of California
Riverside, CA 92521

Swanson, H Lee

Distinguished Professor & Peloy Chair

Graduate School of Education

Graduate School of Education


Biography

1974-1975 Instructor-University of New Mexico
1975-1976 Assistant Professor-University of South Carolina
1976-1979 Assistant Professor –-University of Northern Colorado
1980-1983 Associate Professor-University of Northern Colorado
1983-1989 Professor-Educational Psychology-University of Northern Colorado
1989-1991 Professor-School Psychology and Educational Psychology-University of British Columbia
1991-pres. Distinguished Professor-Educational Psychology/Special Education-University of California-Riverside,
Endowed Peloy Chair

Major teaching interests: Tests and Measurement, Learning Disabilities. Major areas of research and professional activity: Information Processing and Individual Differences, Learning Disabilities.

Former Institution

 University of British Columbia

Degrees

B.A. Sociology/Psychology 1969

Westmont College, Santa Barbara, CA

MA Educational Psychology 1973

Cal State LA

PhD. Educational Psychology 1976

University of New Mexico

Post-Doc 1979

University of California at Los Angeles

Awards

Peloy Chair, 1991-Present
Scholar of the Year, University of Northern Colorado, 1984.
Editor: Learning Disability Quarterly, 1988-1998
Distinguished Research Award, International Council For Learning Disabilities 1998
Distinguished Research Award in Special Education, American Educational Research Association, 2003
Editor: Journal of Learning Disabilities 2005-present


Research Area

My research program focus during the last three years has been to (a) uncover the mechanisms that mediate working memory limitations in children and adults, (b) uncover the mechanisms that facilitate or compensate for working memory limitations in children and adults with reading, writing, and/ or mathematical disabilities and (c) standardize dynamic testing procedures for working memory measures. The goals of my research are to develop a theoretical model of learning disabilities that includes the cognitive mechanisms that moderate reading, mathematical and writing performance. The research program also including (a) developing dynamic testing situations that accurately diagnose learning disabilities and (b) designing treatment programs to facilitate cognitive processes related to intelligence and achievement.

Publications

Swanson, H.L. & Siegel, L. (2001). Learning disabilities as a working memory deficit. Issues in Education: Contributions of Educational Psychology, 7(1), 1-48.

Swanson, H. L. & Lussier, C. (2001). A selective synthesis of the experimental literature on dynamic assessment. Review of Educational Research, 71, 321-361.

Swanson, H. L., & Howell, M. (2001). Working memory, short-term memory, and speech rate as predictors of children’s reading performance at different ages. Journal of Educational Psychology, 93, 720-734.

Swanson, H.L. (2003). Age-related differences in learning disabled and skilled reader’s working memory. Journal of Experimental Child Psychology, 85, 1-31.

Swanson, H.L., Trainin, G., Necoechea, D.M., & Hammill, D.D. (2003) Rapid naming, phonological awareness, and reading: A meta-analysis of the correlational evidence. Review of Educational Research, 73, 407-440.

Swanson, H.L. Saez, L., Gerber, M., & Lefstead, J. (2004). Literacy and cognitive functioning in bilingual and nonbilingual children at or not at risk for reading disabilities, Journal of Educational Psychology, 96(1), 3-18.

Swanson, H.L., & Beebe-Frankenberger, M. (2004). The relationship between working memory and mathematical problem solving in children at risk and not at risk for math difficulties. Journal of Educational Psychology, 96, 471-491.

Swanson, H.L. (2004). Working memory and phonological processing as predictors of children’s mathematical problem solving at different ages. Memory & Cognition., 32, 648-666.

Swanson, H.L. (2006) Cross sectional and incremental changes in working memory and mathematical problem solving in elementary school children. Journal of Educational Psychology,98,265-281

Swanson, H.L., Saez, L., & Gerber, M. (2006) Growth in literacy and cognition in bilingual children at risk for reading disabilities. Journal of Educational Psychology, 98,247-264

Swanson, H. L. (2006) Cognitive processes that underlie mathematical precociousness in young children, Journal of Experimental Child Psychology, 93, 239-264.

Swanson, H. L. & Jerman, O. (2006). Math Disabilities: A selective meta-analysis of the literature. Review of Educational Research, 76, 249-274.

Swanson, H.L., & Kim, K. (2007). Working Memory, Short-Term Memory, and Naming Speed as Predictors of Children’s Mathematical Performance. Intelligence,35, 151-168

O’Connor, R,E. White, A., & Swanson, H.L. (in press). Repeated reading vs. continous reading:Influences on reading fluency and comprehension. Exceptional children.