A longitudinal investigation of the double dissociation between reading and spelling deficits: the role of linguistic and executive function skills

The purpose of this longitudinal study was to examine whether young learners of varying reading and spelling performance, identified in Grade 2, can be distinguished retrospectively from kindergarten, based on their growth profiles in cognitive (planning, attention, working memory—WM) and linguistic (phonological—PA and naming speed—RAN) skills. Four groups were formed on the basis of word fluency and spelling criterion measures: (a) poor...