Abstract
This study was designed to investigate relationships between two modes of information processing, simultaneous and sequential, and two sets of reading skills, word recognition and comprehension. Forty second and third graders were administered the Peabody Individual Achievement Test (PIAT). Median splits were performed on the PIAT Reading Recognition and Reading Comprehension scores separately and four groups of 10 were formed: high recognition/high comprehension, high recognition/low comprehension, low recognition/high comprehension, and low recognition/low comprehension. These groups were equated on sex, race, IQ, and age to the greatest degree possible. Then the Kaufman Assessment Battery for Children (K-ABC) was administered to the 40 children. Results of this study added support to the body of literature finding a relationship between simultaneous processing and reading comprehension.
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