A wide share of secondary school children does not reach the expected competence level in reading. These children could benefit from more efficient intervention responses, providing a better understanding of their cognitive weaknesses/deficits. Our aim was to explore the cognitive heterogeneity of a population of poor readers identified from a…

Elementary and middle school children (n=105) completed measures of reading achievement and cognitive abilities. Factor analysis produced three empirically and theoretically derived factors, auditory processing, visual processing/speed, and memory. Together the three factors combined predicted 61 to 85% of the variance associated with different…

A review of research examines the relationship between visual perceptual skills and reading achievement using meta-analysis to integrate statistically the results from 161 studies. It was concluded that visual perceptual skills should be included in the complex of factors predictive of reading achievement. (Author)

Thirty-four children (6 to 7 and 10 to 11 years old) diagnosed as brain injured and enrolled in a school for brain injured children and 40 children in regular classes took part in a study of variability and instability in perceptual and reading functions. (Author/SBH)