Abstract
BackgroundThe impairment of cognitive processes in dyslexia is well established, and according to recent studies, this deficit extends to many aspects of cognitive processes. However, these studies have not focused on Planning, Attention, Simultaneous, and Successive processes. Further research is needed concerning cognitive impairment in dyslexia, especially with Arabic-speaking population.ResultsChildren with reading disability scored significantly lower in the total and all subscales of Cognitive Assessment System (CAS), Planning, Attention, Simultaneous, and Successive (P = 0.000). The children with reading disability obtained worse scores compared with the controls in almost all the subtests of CAS.ConclusionThe present study highlighted that children with reading disability have difficulties in cognitive processes across the three age groups compared to normal children, which may help in the development of treatment plans and programs for this problem.
Highlights
Developmental dyslexia is characterized by difficulties in word reading and spelling despite normal intelligence and adequate formal education, and much research on dyslexia demonstrated that it involves multiple cognitive-linguistic deficits; the majority of these studies focused on phonological processing, including phonological awareness, rapid automatized naming, and verbal short-term memory in most languages tested [2]
The results of the present study provide support to PASS theory as an interactional model of cognitive processes that can discriminate between children with reading disability and average readers
The aim of the present study was to investigate the cognitive impairment of children with reading disability
Summary
Dyslexia is a developmental disorder affecting the efficient acquisition of literacy skills, present in 5–17% of the population; it influences reading accuracy and fluency, as well as spelling and composition skills [1].Developmental dyslexia is characterized by difficulties in word reading and spelling despite normal intelligence and adequate formal education, and much research on dyslexia demonstrated that it involves multiple cognitive-linguistic deficits; the majority of these studies focused on phonological processing, including phonological awareness, rapid automatized naming, and verbal short-term memory in most languages tested [2].Cognitive correlates of word reading difficulty which comprise the majority of reading disability (RD) casesResearchers have found that verbal short-term memory performance contributes unique variance to the prediction of word reading skill, even when controlling for phonological awareness or naming speed but always in addition to phonological awareness [5, 6].Some evidence suggests that central executive processes, called executive function, play a role in reading disability separate from verbal short-term memory [7].Intelligence, assessed with traditional IQ tests, has been heavily criticized as insufficient to account for individual differences in reading [3]. Developmental dyslexia is characterized by difficulties in word reading and spelling despite normal intelligence and adequate formal education, and much research on dyslexia demonstrated that it involves multiple cognitive-linguistic deficits; the majority of these studies focused on phonological processing, including phonological awareness, rapid automatized naming, and verbal short-term memory in most languages tested [2]. The impairment of cognitive processes in dyslexia is well established, and according to recent studies, this deficit extends to many aspects of cognitive processes. These studies have not focused on Planning, Attention, Simultaneous, and Successive processes. Further research is needed concerning cognitive impairment in dyslexia, especially with Arabic-speaking population
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