Study links sound processing and language knowledge to reading performance
An analysis of 50,000 correlations found that general intelligence had a smaller role in reading performance than some earlier research suggested.
The ability to distinguish speech sounds and a child's accumulated vocabulary and knowledge were the strongest predictors of reading performance in a study led by Texas A&M University researcher Dr. Daniel Hajovsky.
The researchers used a single statistical model to analyze 50,000 correlations from 137 test batteries assessing cognition and achievement. The team included scientists at the University of Kansas, St. John's University, Montclair State University and Temple University.
Auditory processing—recognizing the separate sounds within spoken words—helps readers connect sounds with letters. Comprehension-knowledge encompasses learned vocabulary, concepts and background information that support understanding. The study found that both abilities predicted reading performance beyond the contribution of general intelligence.
Visual processing had no meaningful association with reading ability in the analysis. General intelligence was linked to performance, but less strongly than some previous research had indicated. Memory, reasoning and processing speed also contributed, though their roles were secondary.
Hajovsky, an associate professor of educational psychology, said reading difficulties can reflect a particular skill needing support rather than low overall ability. The findings suggest educators may be able to identify specific weaknesses and tailor instruction accordingly.
