Do reading disabled children have planning problems?

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Abstract
Attempts to relate reading disability (RD) to executive deficits have yielded conflicting results. This study employed a process‐oriented approach to examine executive function and possible contributions of lower order skills to planning abilities. Four groups of children were evaluated: younger RD (n = 18), older RD (n = 18), younger non‐RD (n = 18), and older non‐RD (n = 18). Groups were matched for age, sex, socioeconomic status, and IQ. Children with attention deficit/hyperactivity disorder were excluded. Five variations of the three‐disk version of the Tower of Hanoi were administered to measure planning ability. No differences were found among the groups for quality of planning strategy. Younger children with RD, however, took more trials to reach solution. These findings, together with the differential intellectual profiles of the RD and non‐RD groups, suggest that children with RD may be delayed in the development of processing skills required for efficient planning and problem solving.

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