Influence of auditory-verbal, visual-verbal, visual, and visual-visual processing speed on reading and spelling at the end of Grade 1 [An article from: Brain and Cognition]

This digital document is a journal article from Brain and Cognition, published by Elsevier in 2005. The article is delivered in HTML format and is available in your Amazon.com Media Library immediately after purchase. You can view it with any web browser.

Description:
This study examined cognitive processing speed through four modalities (auditory-verbal, visual-verbal, visual, and visual-visual) at the end of Grade 1 and how it influences reading and spelling. The subjects were 124 French-speaking children, selected for their contrasting performance on reading and spelling tasks. The children in the first group (N=69) were average readers; the second group of children (N=55) performed worse or much worse on all reading and spelling tasks. The experimental design consisted of a set of 10 tasks administered in two sessions. The major findings reveal that: (1) the children with reading difficulties displayed low and slow performance on most cognitive tasks, whatever the modality; (2) auditory-verbal and visual-verbal processing speed significantly predicted written language, which was not the case with the visual modalities; and (3) that visual problems did not appear to be a potential cause of reading problems in most delayed readers. The findings also confirm the independence of phonological and naming-speed skills in reading development and reading impairment.