Cited by

• 2011Working memory training improves reading processes in typically developing children364 cited
• 2014The Cognition Battery of the NIH Toolbox for Assessment of Neurological and Behavioral Function: Validation in an Adult Sample342 cited
• 2006Working Memory in the Classroom309 cited
• 2003Working memory assessments at school entry as longitudinal predictors of National Curriculum attainment levels281 cited
• 2003Working Memory and Sleep in 6- to 13-Year-Old Schoolchildren274 cited
• 2013Roles of Attention Shifting and Inhibitory Control in Fourth-Grade Reading Comprehension266 cited
• 2003Verbal and non-verbal working memory and achievements on National Curriculum tests at 11 and 14 years of age247 cited
• 2007The influence of working memory on reading growth in subgroups of children with reading disabilities244 cited
• 2006Working memory, reading, and mathematical skills in children with developmental coordination disorder241 cited
• 2006Do Different Components of Working Memory Underlie Different Subgroups of Reading Disabilities?236 cited
• 2006How does working memory work in the classroom213 cited
• 2005Developmental consequences of poor phonological short‐term memory function in childhood: a longitudinal study207 cited
• 2014NIH Toolbox Cognition Battery (NIHTB-CB): List Sorting Test to Measure Working Memory197 cited
• 2000Working memory, short-term memory, speech rate, word recognition and reading comprehension in learning disabled readers: does the executive system have a role?11The research was supported by Peloy Endowment Funds awarded by the first author. This work is truly a collaborative endeavor. First authorship primarily reflects responsibility for write-up and data analysis and second authorship reflects data collection. Data was collected by the second author in the Redlands Unified School District. The authors are thankful to staff at the Redlands School District and for the comments of Jerry Carlson, Richard Eyman, Kathy Wilson, Carole Lee, Randy Engle, and the two reviewers of this journal on an earlier draft. Inquiries and requests should be directed to H. Lee Swanson, Educational Psychology, School of Education, University of California, Riverside, CA., 92521-0128.192 cited
• 2010Improving children's working memory and classroom performance185 cited
• 2010Do tasks make a difference? Accounting for heterogeneity of performance of children with reading difficulties on tasks of executive function: Findings from a meta‐analysis173 cited