Amier Haidar, Shreela V Sharma, Casey P Durand, Sarah E Barlow, Meliha Salahuddin, Nancy F Butte, Deanna M Hoelscher
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cognitive model reading comprehension rc posits rc result interaction decoding linguistic comprehension recently notion decoding skill expanded include word recognition addition studies suggest skills could integrated model like processing speed consistently indicated skill influences important predictor main components model vocabulary comprehension phonological awareness word recognition following study evaluated components rc model predictive skills children adolescents dyslexia 40 children adolescents 813 years divided dyslexic group dg 18 children 1078 sd 166 control group cg 22 children 1059 sd 186 students 2nd 8th grade elementary school groups equivalent school grade age gender iq oral rc word recognition processing speed picture naming receptive vocabulary phonological awareness assessed group differences regarding accuracy oral rc phonological awareness naming vocabulary scores dg performed worse cg word recognition general score orthographic confusion items slower naming results corroborated literature regarding word recognition processing speed deficits dyslexia however dyslexics achieve normal scores rc test data supports importance delimitation different reading strategies embedded word recognition component role processing speed reading problems remain unclear