COGNITIVE PROCESSING STYLES IN READING-DISABLED AND A MATCHED GROUP OF

The present study discusses reading disabilities from a neuropsychological perspective and ex-amines cognitive processing in reading-disabled children according to two models: simultaneous-sequential and Bannatyne’s WISC-R subtest recategorization. Scores on the Kaufman Assess-ment Battery for Children (K-ABC) were com-pared for a group of reading-disabled and matched normal children. Results revealed a clear sequential processing deficit for the reading-disabled sample. This group also scored signifi-cantly lower on the K-ABC Mental Processing Composite and reading achievement subtests than the matched normal group. An analysis of WISC-R scores in terms of Bannatyne’s system further indicated a significant sequential weak-ness for the reading-disabled children. Implica-tions of deficit processing patterns in disabled readers are considered. Many researchers have vigorously pursued the etiological determinants underlying reading disabilities. Historically, their search has been controversial and diverse