Explaining reading by cognitive processes, not IQ

J. P. Das, T. Papadopoulos, R. K. Parrila

Research output: Contribution to journalMeeting abstract


The core concept in acquisition of reading is phonological coding. However other cognitive processes not directly related to reading influence reading acquisition and may explain reading disability. General intelligence as measured by standardised IQ-type tests does not seem to be relevant either for explaining specific reading disability or individual differences in reading. How can we characterise these cognitive processes within a model of cognitive functions? What is the evidence that, consistent with the model, the designated processes can predict reading competence even among prereaders? The paper will present a theoretical discussion and some empirical results pertaining to the above issues.
Original languageEnglish
Pages (from-to)4
Number of pages1
JournalInternational Journal of Psychology
Issue number3-4
Publication statusPublished - 2000
Externally publishedYes
EventXXVII International Congress of Psychology - Stockholm, Sweden
Duration: 23 Jul 200028 Jul 2000


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