Abstract
Because a relationship has been identified between poor sequential processing and reading deficits in older pupils with reading learning disabilities (RID) or dyslexia, school districts are considering assessing this cognitive trait to screen preschoolers at risk for reading disabilities. One difficulty with assessment practices derived from research on older RLD students is an absence of studies that demonstrate stability of cognitive abilities, especially during the early developmental years. This article discusses research identifying sequential processing deficits in RLD students and relates it to the screening of preschoolers at risk for RLD using the Kaufman Assessment Battery for Children, an increasingly popular individually administered ability test for children 2.5 to 12.5 years old.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Journal of Reading, Writing, and Learning Disabilities International
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
