Fifty skilled readers and fifty unskilled readers matched for intelligence, age, grade and sex were compared for their cognitive competence with respect to the processes of simultaneous and successive coding as well as planning. The results indicated that skilled readers compared to unskilled readers were more proficient in both the processes of coding and the process of planning. Moreover, greater differentiation of the two coding processes form each other and the process of planning from those of coding was noticed at higher level of reading competence. The results are discussed in terms of developmental delays of cognitive functioning in unskilled readers and suggestions are made for amelioration of reading difficulties through enhancement of proficiency in various cognitive processes in these children.
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