Premium
Cognitive controls and reading disabilities revisited
Author(s) -
Cotugno Albert J.
Publication year - 1981
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(198110)18:4<455::aid-pits2310180415>3.0.co;2-1
Subject(s) - psychology , reading (process) , cognition , reading disability , articulation (sociology) , developmental psychology , learning disability , control (management) , cognitive psychology , dyslexia , linguistics , psychiatry , philosophy , management , politics , political science , law , economics
This study attempts to replicate the findings of Santostefano, Rutledge, and Randell (1965), which demonstrated a relationship between the cognitive control called field articulation and reading disability in school‐aged children. Two groups, reading disability and nonreading disability, were administered a series of cognitive control measures. The results confirm the findings of earlier studies that the cognitive control called field articulation is clearly implicated in the reading process. Performance on this control significantly differentiates between children who demonstrate reading disabilities and those who do not.