Examined the evidence for the independence of phonological skills and general cognitive processes to test K. E. Stanovich's (see record
1989-16003-001) proposal that a deficit in phonological processing is the core deficit of reading disability. A sample of 1,493 children (aged 7–16 yrs), including both reading disabled and normally achieving Ss, was administered a variety of phonological
... [Show full abstract] processing, word recognition, spelling, and reading comprehension measures. Pseudoword reading skill was the most significant correlate of word recognition and reading comprehension scores; IQ contributed little independent variance. Phonological processing deficits appear to be the fundamental problem of reading disabled Ss. (PsycINFO Database Record (c) 2012 APA, all rights reserved)