The cognitive processes and the learning of initial reading: Cognitive differences between good and defficient readers

Abstract

The aim of this article is to show the issues of a follow-up research in 260 children from the beginning of primary school to third grade. The focus of this study was the evolution of reading and the most predictive cognitive variables from first grade. 
It was show that learning to read was highly stable. Children who had a certain knowledge when entering first grade of some letters, reading of several names and days of the week, and phonological awareness were better readers through time.