Cognitive Predictors of Broad Reading and Mathematics in Gifted Readers

Cognitive Predictors of Broad Reading and Mathematics in Gifted Readers

First Author: Kristy Dunn -- University of Alberta
Additional authors/chairs: 
Dr. George Georgiou
Keywords: giftedness, cognitive processes, Reading
Abstract / Summary: 

Several studies with unselected samples of children have shown that Planning, Attention, Simultaneous and Successive (PASS) processes are significant predictors of reading (e.g., Das, Georgiou, & Janzen, 2007; Kendeou, Papadopoulos, & Spanoudis, 2015; Naglieri & Rojahn, 2004; Wang, Georgiou, & Das, 2012). Several studies have also shown that successive and simultaneous processing differentiate children with dyslexia from controls (e.g., Das et al., 2007; Deng et al., 2011). However, no studies have examined if these processing skills predict reading or mathematics in a population of gifted readers. Thus, the purpose of this study was to examine what cognitive processes predict reading and mathematics in a group of children with superior reading performance (a standard score on reading higher than 130). Forty children (18 girls, 22 boys; mean age = 10.35) were assessed on Planning (Planned Codes, Matching Numbers), Attention (Expressive Attention, Number Detection), Simultaneous (Nonverbal Matrices, Visual-Verbal Relations), Successive (Word Series, Sentence Repetition) processing from Cognitive Assessment System (Naglieri & Das, 1997) as well as on reading (Word Identification, Reading Fluency, Passage Comprehension) and math (Calculations, Math Fluency, Applied Problems) from Woodcock-Johnson III (Mather & Mather, 2002). Results of regression analyses indicated that only planning was a significant predictor of broad reading and broad mathematics. These findings suggest that, in a highly selective group of gifted readers, the ability to develop strategies, monitor one’s own progress, and change plans when needed is important in further supporting a child’s reading and mathematics performance.