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Simultaneous and Successive Processing in Reading Disabled Children

John R. Kirby received his PhD from the University of Alberta, Canada. Since 1976 he has been, a member of the Faculty of Education at the University of Newcastle in Australia. His research interests concern cognitive processes, especially as they are involved in learning problems. He is the editor of Cognitive Strategies and Educational Performance (Academic Press, 1984), and co-author (with N.H. Williams) of the forthcoming book Learning Problems: An Integrated Approach.

Gregory L. W. Robinson

Gregory L.W. Robinsonreceived his PhD from the University of Newcastle in 1983. He is currently a lecturer special education at the Newcastle College of Advanced Education. His research and teaching interests concern the diagnosis and remediation of reading disabilities. Address: John R. Kirby, Faculty of Education, University of Newcastle, New South Wales 2308, AUSTRALIA.

A group of 105 reading disabled children were administered a battery of tests which assessed simultaneous and successive information processing skills, language and reading processes, and reading achievement. Principal component analyses were carried out in each of the domains, yielding simultaneous and successive processing factors in the information processing domain; miscue, comprehension, and flow factors in the language domain; and miscue, word recognition, and word analysis factors in the reading process domain. Interpretation of these findings and of the relationships between domains indicates that these reading disabled children employed simultaneous processing in reading tasks that normally require successive processing. Analysis of the relationships between these three domains and reading achievement indicates that the expected relationships between the appropriate use of simultaneous and successive processing and reading achievement emerge, but that the factor identified as the inappropriate use of simultaneous processing is less positively related to achievement. These results are discussed in terms of the two probable causes of the overuse of simultaneous processing, a deficit in successive processing, and an inclination not to use it. Suggestions are offered for the design of remedial instruction.

Journal of Learning Disabilities, Vol. 20, No. 4, 243-252 (1987)
DOI: 10.1177/002221948702000409


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