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 specifi c 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 fi rst grade and at the end of fi rst grade after an intervention program. As well as the cognitive and linguistic profi le of children who benefi ted 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 benefi ted and low memory skills the least from the intervention program.This study has advanced us towards a complex model of word reading diffi culties in young children. Furthermore, the results demonstrate universal cognitive processes that are necessary in order to acquire adequate reading development as well as language specifi c cognitive processes. Keywords Reading • Decoding • Intervention program • Cognitive abilities • Linguistic abilitiesThe most common factor identifying young poor readers is word reading diffi culties. This fi nding is consistent across orthographies (Share, 2008 ). While most of the research on word reading diffi culties has focused on phonological awareness and rapid naming, recent research suggests that other cognitive factors such as visual attention span, short term memory, and working memory also play a significant role in word reading level