Influence of auditory–verbal, visual–verbal, visual, and visual–visual processing speed on reading and spelling at the end of Grade 1

This study examined cognitive processing speed through four modalities (auditory–verbal, visual–verbal, visual, and visual–visual) at the end of Grade 1 and how it influences reading and spelling. The subjects were 124 French-speaking children, selected for their contrasting performance on reading and spelling tasks. The children in the first group (N = 69) were average readers; the second group of children (N = 55) performed worse or much worse on all reading and spelling tasks. The experimental design consisted of a set of 10 tasks administered in two sessions. The major findings reveal that: (1) the children with reading difficulties displayed low and slow performance on most cognitive tasks, whatever the modality; (2) auditory–verbal and visual–verbal processing speed significantly predicted written language, which was not the case with the visual modalities; and (3) that visual problems did not appear to be a potential cause of reading problems in most delayed readers. The findings also confirm the independence of phonological and naming-speed skills in reading development and reading impairment.