Correlation Between Some Cognitive Processes and Reading Disability in Middle Childhood, Late Childhood and Early Adolescence

Abstract

Reading is vital for academic achievement, social participation and learning to read is one of the most important educational milestones in a child's development. A cognitive processing approach may provide greater sensitivity to the problems of children affected by Reading disability, the Planning, Attention, Simultaneous and Successive (PASS) theory as operationalized by the Cognitive Assessment System (CAS) seems to provide an attractive diagnostic tool for children affected by reading disability. Aim: Present study aims to reveal the Correlation between Some Cognitive Processes and Reading Disability in children with reading disability and normal reader. Patients and methods: Ninety dyslexic children were recruited from the Institute of Psychiatry; they fulfilled the Diagnostic and Statistical Manual of Mental Disorders, 5th ed. criteria for reading disability. We compared them with 90 normal controls for cognitive functions. We assessed them using the Cognitive Assessment System (CAS) and Battery of Reading Disability. Results:The present study demonstrating that there is a significant correlation between planning and reading comprehension , also between successive processes and word reading for the sample of children with reading disability, while a significant correlation was found between planning and each of word recognition, word reading , sentence reading and reading comprehension. Conclusion:The results of the study showed a significant correlation between some cognitive processes and reading difficulties. It also showed that cognitive processes that are correlated to reading difficulties are different among normal children than those with reading disabilities