Cognitive information processing among reading disabled and non-disabled readers

The major objective of the study were the following-(1) To examine the differences In performance of disabled and non-disabled readers in cognitive problem solving measures, (2) To assess the differences in performance of reflective and impulsive information processing groups on the cognitive problem solving measures, (3) To find out the grade differences in performance on cognitive problem solving measures. Three hundred children, hundred from each grade 3, 4, and 5 were the subjects. All these children on the basis of performance on reading tasks and performance on MFFT task were categorised as reading disabled impulsive, reading disabled reflective, reading non-disabled impulsive and non-disabled reflectives for each grade (3, 4 and 5). Five cognitive tasks were administered on these four groups of children for each grade. Results revealed that inferior performance showed by low reading achievers attributed to deficiency on memorization process. The inferior performance shown by impulsive children in comparison to reflective may be due to lack of motivation lack of task concern and they trend to mobilize less effort and do not engage in active search behaviour in complex problem solving tasks. Majority of the processing variables showed developmental trend which seem to undergo a qualitative change as a function of age and educational experience.