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Cognitive abilities in reading-disabled children: a longitudinal study.

L A Baker, S N Decker, J C DeFries

Journal of Child Psychology and Psychiatry, and Allied Disciplines

|January 1, 1984

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Reading-disabled children show persistent deficits in academic achievement and cognitive skills. While both groups improved over time, the developmental gap in symbolic processing speed widened by adolescence.

Area of Science:

Developmental psychology
Neuroscience
Educational psychology

Background:

Reading disabilities (RD) impact academic achievement and cognitive functions.
Longitudinal studies are crucial for understanding developmental trajectories in RD.

Purpose of the Study:

To compare the developmental rates of reading-disabled and control children.
To identify specific cognitive and academic areas affected by reading disabilities over time.

Main Methods:

Longitudinal psychometric testing of 69 reading-disabled and matched control children at two age points (approx. 9.4 and 14.8 years).
Utilized a two-factor (GROUP X TIME) mixed-model, multivariate analysis of variance (MANOVA).

Main Results:

Related Experiment Videos

Reading-disabled children exhibited persistent deficits in academic achievement, symbolic processing speed, and spatial reasoning at both ages.

Both groups showed significant improvement over time, but developmental rates for academic achievement and spatial reasoning were similar.

The disparity in symbolic processing speed between groups increased with age.

Conclusions:

Reading disabilities are associated with enduring academic and cognitive deficits.
While developmental trajectories for academic achievement and spatial reasoning are comparable, symbolic processing speed shows a diverging developmental path in reading-disabled individuals.