Cognitive Processing Styles in Reading-Disabled and a Matched Group of Normal Children

Abstract

The present study discusses reading disabilities from a neuropsychological perspective and examines cognitive processing in reading-disabled children according to two models: simultaneous-sequential and Bannatyne's WISC-R subtest recategorization. Scores on the Kaufman Assessment Battery for Children (K-ABC) were compared for a group of reading-disabled and matched normal children. Results revealed a clear sequential processing deficit for the reading-disabled sample. This group also scored significantly lower on the K-ABC Mental Processing Composite and reading achievement subtests than the matched normal group. An analysis of WISC-R scores in terms of Bannatyne's system further indicated a significant sequential weakness for the reading-disabled children. Implications of deficit processing patterns in disabled readers are considered.