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Performance of Good and Poor Readers on Cognitive TasksChanges With Development and Reading CompetenceJ. P. Das is a professor of educational psychology at the University of Alberta, Canada. He received his PhD in psychology from the University of London.
Gay Bisanz is an assistant professor of psychology at the University of Alberta. She received her PhD in psychology from the University of Pittsburgh.
Gabriel Mancini received her PhD in educational psychology from the University of Alberta. Address: Dr. J. P. Das, Centre for the Study of Mental Retardation, 6–123D Education North. University of Alberta, Edmonton, Alberta, Canada T6G 2G5. 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.
Journal of Learning Disabilities, Vol. 17, No. 9,
549-555 (1984) This article has been cited by other articles:
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