Today researchers agree that there is no clear demarcation between reading and pre-reading skills There are cognitive factors that affect the development of literacy and these interact with environmental factors (one of which is the teacher’s approach) and researchers are interested in assessing them. There are many conventional psychological tests, but in recent years researchers have begun to explore the potential of computer-based assessments as tools for teachers and other professionals. An innovative system is Cops (Cognitive Profiling System), developed in the UK by Singleton (2000). This is a computerised assessment system for children aged 4 to 8 years that has proven scientific validity for the early identification of dyslexia, and can help teachers identify many other cognitive difficulties that can interfere with children's learning. It comprises tests of fundamental cognitive skills that underpin learning. Results, in the form of graphical profiles and individual response records, clearly show children's strengths and weaknesses in comparison with national norms. Thus, potential problems can be spotted at an early stage and appropriate teaching strategies can be offered to overcome difficulties and prevent failure.
The aim of this work is to identify the children at risk for the learning difficulties. In particular, we are interested in exploring the effect of an implemented training to minimise the chances of failure and maximise success, at least for the abilities considered and analysed by Cops.
In this study report data that prove the effectiveness of early interventions based upon the systematic development of phonological awareness and memory skills. There is also a hypothesis to transfer the training to a computerised program and advantages and disadvantages involved will be discussed.
