Academic performance and cognitive processes in EMR children.

The present study investigated the extent to which simultaneous and successive processing were related both to academic achievement and Verbal and Performance IQs in EMR adolescents. Simultaneous processing involves the integration of individual stimuli into quasi-spatial groups, whereas successive processing integrates individual stimuli into temporally organized successive series. Simultaneous processing was significantly related to WRAT arithmetic and WISC Performance IQ, whereas successive processing was involved in WRAT spelling and WRAT oral reading and negatively related to WISC Performance IQ. Silent reading and WISC Verbal IQ were related to neither processing strategy. These findings were considered in the broader context of the processing demands underlying decoding and comprehension skills in different subject populations.