Performance of good and poor readers on cognitive tasks: changes with development and reading competence.

Abstract

Average and backward readers from Grades 2, 4, and 6 were examined for their performance on five cognitive tasks, three of which measured memory span. The subjects were selected in such a manner that backward readers in Grade 4 were matched on word-reading with average readers in Grade 2, and the backward readers in Grade 6 were matched with average readers in Grade 4. The purpose of the study was to determine if cognitive task performance improves with age and with reading ability; and further, if the matched groups have equivalent performance on the five tasks. Results were consistent with a developmental trend and increment with reading competence. No differences were obtained between matched groups, which would support a developmental lag rather than a deficit position in the interpretation of reading backwardness. Overall findings were discussed in the context of explaining reading disability in terms of strategies for allocating attentional resources.