A Cognitive and Linguistic Approach to Predicting and Remediating Word Reading Difficulties in Young Readers

Abstract

Most research on the development of reading has focused on linguistic abilities, such as naming and phonological awareness, and their role in reading, recent studies have found several specific cognitive dimensions to be associated with the development of early decoding and word recognition skills such as visual attention span, working memory and executive functions. The current study examined the connection between cognitive abilities and reading at the beginning of first grade and at the end of first grade after an intervention program. As well as the cognitive and linguistic profile of children who benefited most from the intervention. Strong correlations between several cognitive skills, such as memory, executive skills, speed of processing, and other aspects of general ability and word reading at the beginning and end of grade were found among Hebrew speaking. In addition children with low phonological processing and slow naming benefited and low memory skills the least from the intervention program. This study has advanced us towards a complex model of word reading difficulties in young children. Furthermore, the results demonstrate universal cognitive processes that are necessary in order to acquire adequate reading development as well as language specific cognitive processes.