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University Students With Poor Reading Comprehension: The Hidden Cognitive Processing Deficit.

George K Georgiou1, J P Das2

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University students with reading comprehension deficits show greater working memory issues as task difficulty rises. These students also struggle with cognitive processing, suggesting an information system deficit.

Keywords:
PASS theoryintelligencereading comprehensionreading difficultiesworking memory

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Neuroscience

Background:

  • Reading comprehension is crucial for academic success.
  • Working memory and general cognitive abilities are vital for complex cognitive tasks.
  • Specific deficits in reading comprehension can impact higher education students.

Purpose of the Study:

  • To investigate working memory and cognitive ability deficits in university students with specific reading comprehension deficits.
  • To compare these deficits between students with poor comprehension and skilled comprehenders.
  • To explore the relationship between working memory, cognitive processing, and reading comprehension.

Main Methods:

  • Participants included 32 university students with poor reading comprehension and average word-reading skills, and 60 age-matched controls.
  • Assessed verbal working memory using three tasks with varying processing demands.
  • Utilized the Das-Naglieri Cognitive Assessment System to evaluate general cognitive ability and processing styles (simultaneous and successive).

Main Results:

  • Working memory differences between poor and skilled comprehenders were magnified with increased task processing demands.
  • Students with poor reading comprehension, despite having average overall intelligence, demonstrated significant deficits in simultaneous and successive cognitive processing.
  • A strong correlation was observed between working memory and general cognitive ability.

Conclusions:

  • The findings suggest that deficits in working memory and specific cognitive processing (simultaneous and successive) contribute to poor reading comprehension in university students.
  • These cognitive differences are likely rooted in an underlying deficient information processing system.
  • Interventions targeting working memory and cognitive processing strategies may benefit students with reading comprehension difficulties.