SEQUENTIAL PROCESSING: IMPLICATIONS FOR AT‐RISK PRESCHOOLERS

Abstract

Because a relationship has been identified between poor sequential processing and reading deficits in older pupils with reading learning disabilities (RID) or dyslexia, school districts are considering assessing this cognitive trait to screen preschoolers at risk for reading disabilities. One difficulty with assessment practices derived from research on older RLD students is an absence of studies that demonstrate stability of cognitive abilities, especially during the early developmental years. This article discusses research identifying sequential processing deficits in RLD students and relates it to the screening of preschoolers at risk for RLD using the Kaufman Assessment Battery for Children, an increasingly popular individually administered ability test for children 2.5 to 12.5 years old.