Language, Individual & Society, Volume 8, 2014

Abstract: According to research in mother tongue (L1) reading skills, successive processing - the PASS Theory of Intelligence process - affects reading skills through the sequential analysis and blending of phonemes and syllables. The present paper examines whether this cognitive process predicts also reading skills in English as a foreign language (EFL). A group of 81 pupils that had finished their first year of EFL study were administered tests measuring successive processing and EFL decoding sub-skills. The results proved significant relationship between successive processing and decoding skills. These findings emphasize the necessity of successive processing stimulation in FL reading instruction.