Leilani M. Sáez

发表

Preventing reading disabilities in prekindergarten using a technology-aided tool

P. Irvin, Leilani M. Sáez, 2022, Educational technology research and development.

Individual differences in Kindergarten through Grade 2 fluency relations

Joseph F. T. Nese, G. Tindal, Julie Alonzo, 2016 .

Do Different Components of Working Memory Underlie Different Subgroups of Reading Disabilities?

H. Lee Swanson, Crystal B. Howard, Leilani M. Sáez, 2006, Journal of learning disabilities.

Memory difficulties in children and adults with learning disabilities.

H. Swanson, Leilani M. Sáez, 2003 .

Literacy and Cognitive Functioning in Bilingual and Nonbilingual Children at or Not at Risk for Reading Disabilities

Michael M. Gerber, H. Lee Swanson, Jill Leafstedt, 2004 .

Relations Among Student Attention Behaviors, Teacher Practices, and Beginning Word Reading Skill

C. Schatschneider, Stephanie Al Otaiba, J. S. Folsom, 2012, Journal of learning disabilities.

Growth in Literacy and Cognition in Bilingual Children at Risk or Not at Risk for Reading Disabilities.

H. Swanson, M. Gerber, L. Saez, 2006 .

Do Phonological and Executive Processes in English Learners at Risk for Reading Disabilities in Grade 1 Predict Performance in Grade 2

Michael M. Gerber, H. Lee Swanson, H. Swanson, 2004 .

Reading Comprehension and Working Memory in Children with Learning Disabilities in Reading.

H. Swanson, Crystal B. Howard, Leilani M. Sáez, 2007 .

Using Explicit and Systematic Instruction to Support Working Memory

Christian T. Doabler, J. Smith, Leilani M. Sáez, 2018 .

Using Explicit and Systematic Instruction to Support Working Memory

Christian T. Doabler, J. Smith, Leilani M. Sáez, 2016 .

Growth in Working Memory and Mathematical Problem Solving in Children at Risk and Not at Risk for Serious Math Difficulties.

H. Swanson, Margaret E. Beebe-Frankenberger, O. Jerman, 2008 .