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Journal of Learning Disabilities
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Sequential—Simultaneous Processing and Reading Skills in Primary Grade Children

Sandra G. McRae

Sandra G. McRae is a School Psychologist in Lake Zurich, Illinois. She received her MEd from the National College of Education and is a part-time student at the Illinois School of Professional Psychology. Address: Sandm G. McRae, MEd. 10 Portshire Drive, Lincolnshire. IL 60015

This study was designed to investigate relationships between two modes of information processing, simultaneous and sequential, and two sets of reading skills, word recognition and comprehension. Forty second and third graders were administered the Peabody Individual Achievement Test (PIAT). Median splits were performed on the PIAT Reading Recognition and Reading Comprehension scores separately and four groups of 10 were formed: high recognition/high comprehension, high recognition/low comprehension, low recognition/high comprehension, and low recognition/low comprehension. These groups were equated on sex, race, IQ, and age to the greatest degree possible. Then the Kaufman Assessment Battery for Children (K-ABC) was administered to the 40 children. Results of this study added support to the body of literature finding a relationship between simultaneous processing and reading comprehension.

Journal of Learning Disabilities, Vol. 19, No. 8, 509-511 (1986)
DOI: 10.1177/002221948601900815
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Home page
 Journal of Psychoeducational AssessmentHome page
L. Kempa, T. Humphries, and J. Kershner
Processing Styles of Learning-Disabled Children on the Kaufman Assessment Battery for Children (K-ABC) and their Relationship to Reading and Spelling Performance
Journal of Psychoeducational Assessment, September 1, 1988; 6(3): 242 - 252.
[Abstract] [PDF]