“…However, most studies designed to identify predictors of later reading difficulties have provided evidence that cognitive and linguistic characteristics, measured early in a child's school career, account for substantial proportions of variance in later reading performance. Moreover, when a variety of cognitive skills are examined, it typically is the linguistically based skills that are the strongest predictors of reading performance [de Hirsch et al, 1966;Jansky and de Hirsch, 1972;Satz et al, 1978;Badian, 1982;Butler et al, 1985;Catts, 19911. For example, Butler et al [1985] evaluated kindergarten children 011 a wide assortment of cognitive, linguistic, and visuo-spatial tasks and evaluated their reading skill in first, second, third, and sixth grade.…”