The Interconnectedness Of Cognitive And Formative Skills In Elementary Students With Specific Reading Disabilities: Insights For Early Education

The current research aims to investigate the development of formative abilities in elementary school-aged children with specific reading disabilities and its relationship to reading efficiency. In this context, the analysis depicted poor performance in design tasks exhibited by SRD students compared to regular readers and GLD students. The researchers attribute these results to cognitive failures within the concerned mechanisms, including orientation, sequence, and organization of the Visual Analysis System. The findings indicate that these deficiencies affect not only visual representation but also reading and writing. More importantly, there were solid correlations between design abilities, perceptual-motor skills, and memory, pointing to the interrelationship between those skills. As a result, the findings recommend highly targeted interventions at an early stage of education and suggest the need to incorporate creative design-based activities into reading skill enhancement and support for students with special needs.