This investigation (with 30 normal students and 30 students with reading disabilities, ages 7-15) examined the relationship between intelligence and phonological coding when ability was defined according to the Planning, Attention, Simultaneous, Successive (PASS) cognitive processing model. Findings indicate that phonological problems may not be…

Listening and reading comprehension tests were administered to 180 children in grades 3-8. A regression equation was derived and applied to listening comprehension scores of seven children with reading difficulties. The procedure was determined to be useful in predicting reading comprehension and attributing it to poor decoding, poor…