Predicting reading progress in children receiving special help.

The main aim of the study was to determine whether performance on reading-related cognitive processing tasks would help predict reading progress in children receiving special help. The 86 subjects were initially aged six to eight years and most were followed up after two years. When variance due to IQ and age was accounted for, an orthographic processing task, phonological awareness (phoneme deletion), and digit- naming speed were significant predictors of later reading skills. A strength in phonological awareness differentiated initial poor readers who later made excellent gains in reading from poor readers who did not improve. Children whose reading deteriorated had serious weaknesses on tasks of naming speed and confrontation naming. Their poor lexical retrieval skills had a more deleterious effect on later reading than on initial. Indications were that for children diagnosed as poor readers at age six or seven years, prognosis is better for boys, and for garden- variety poor readers, than for dyslexics. Caution was urged in applying the term dyslexic to children in the first two school grades because many of them will be slow starters who do not have a persistent reading problem.