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Wide Range Achievement Test-4

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1987Wide Range Achievement Test-Revised1,382 cited

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1990Whole Language vs. Code Emphasis: Underlying assumptions and their implications for reading instruction240 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
2004Disagreement between parent and adolescent reports of functional impairment132 cited
1991Predicting Reading Problems In At-Risk Children129 cited
2006Letter Knowledge, Phonological Processing, and Print Knowledge85 cited
2008Developmental shifts in fMRI activations during visuospatial relational reasoning75 cited
2014Impaired extraction of speech rhythm from temporal modulation patterns in speech in developmental dyslexia71 cited
1983Benefits of mainstreaming at the early childhood level: How much can we expect?64 cited
1993Traditional IQ Is Irrelevant to Learning Disabilities—Intelligence Is Not49 cited
2012

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