COGNITIVE FACTORS AT SCHOOL ENTRY PREDICTIVE OF SPECIFIC READING RETARDATION AND GENERAL READING BACKWARDNESS: A RESEARCH NOTE

A. F. Jorm; D. L. Share; R. Maclean; R. Matthews

doi:10.1111/j.1469-7610.1986.tb00620.x

COGNITIVE FACTORS AT SCHOOL ENTRY PREDICTIVE OF SPECIFIC READING RETARDATION AND GENERAL READING BACKWARDNESS: A RESEARCH NOTE

A. F. Jorm, D. L. Share, R. Maclean, R. Matthews

Research output: Contribution to journal › Article › peer-review

Abstract

Abstract A sample of 453 Australian children was followed over the first three years of schooling. A broad range of cognitive skills was assessed at the beginning of the first year at school and at the end of the third year the children were classified as retarded, backward or normal readers. At school entry, backward readers were found to be deficient in a broad range of cognitive skills, as might be expected given their lower IQs. Retarded readers, however, were found to be deficient on a more limited range of tasks, mainly involving early literacy and phonological processing skills. The implications of these findings for theories of cognitive deficit in reading retardation are discussed.

Original language	English
Pages (from-to)	45-54
Number of pages	10
Journal	Journal of Child Psychology and Psychiatry and Allied Disciplines
Volume	27
Issue number	1
DOIs	https://doi.org/10.1111/j.1469-7610.1986.tb00620.x
State	Published - Jan 1986
Externally published	Yes

Keywords

Cognitive deficit
longitudinal study
reading problems

ASJC Scopus subject areas

Pediatrics, Perinatology, and Child Health
Developmental and Educational Psychology
Psychiatry and Mental health

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1111/j.1469-7610.1986.tb00620.x

Cite this

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COGNITIVE FACTORS AT SCHOOL ENTRY PREDICTIVE OF SPECIFIC READING RETARDATION AND GENERAL READING BACKWARDNESS: A RESEARCH NOTE

Abstract

Keywords

ASJC Scopus subject areas

UN SDGs

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