The primary goal of this study was to comparethree theoretical accounts of readingdisability (RD) by simultaneously studyingphonological, visual, and temporal processingskills. Adults with and without RD werecompared on measures of phonological processingwith the Auditory Analysis Test (AAT) and theWoodcock Reading Mastery Test (WRMT-R) WordAttack subtest. Visual processing was assessedwith the Useful Field of View test (UFOV®)and the Frequency Doubling Technology Perimeter(FDT). The Repetition Test was used toevaluate temporal processing skills. Adultswith RD evidenced poorer phonological andtemporal processing skills than did adultswithout RD, but no significant differencesbetween the groups were found in visualprocessing. Future research is needed toclarify the relations among phonological,visual, and temporal skills and the roles theyplay in RD. The trajectory and co-existence ofdeficits throughout development, as well as howspecifically such impairments affect reading,warrant further investigation.
Reading and Writing – Springer Journals
Published: Oct 4, 2004
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