ERIC Number: EJ697691
Record Type: Journal
Publication Date: 2005-Mar
Reference Count: N/A
Influence of Auditory-Verbal, Visual-Verbal, Visual, and Visual-Visual Processing Speed on Reading and Spelling at the End of Grade 1
Plaza, M.; Cohen, H.
Brain and Cognition, v57 n2 p189-194 Mar 2005
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.
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Publication Type: Journal Articles
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Reading)