ERIC Number: EJ1019348
Record Type: Journal
Publication Date: 2013-Dec
Abstractor: As Provided
Reference Count: 56
Cognitive and Reading Profiles of Two Samples of Canadian First Nations Children: Comparing Two Models for Identifying Reading Disability
Janzen, Troy M.; Saklofske, Donald H.; Das, J. P.
Canadian Journal of School Psychology, v28 n4 p323-344 Dec 2013
Two Canadian First Nations samples of Grades 3 and 4 children were assessed for cognitive processing, word reading, and phonological awareness skills. Both groups were from Plains Cree rural reservations in different provinces. The two groups showed significant differences on several key cognitive variables although there were more similarities than differences. Groups, separately and combined, showed a significant relationship between decoding, phonological awareness variables, word decoding, and successive processing that has also been observed among children from the mainstream culture. In general, the cognitive processing, reading, and reading subskills of First Nations children are, on average, below the norms for these measures. The findings are discussed in terms of reading disability identification practices from a Discrepancy Model and the Consistency-Discrepancy Model using PASS (Planning, Attention, Simultaneous, and Successive) theory among First Nations children.
Descriptors: Canada Natives, Indigenous Populations, Cognitive Processes, Reading Skills, Reading Difficulties, Grade 3, Grade 4, Elementary School Students, Word Recognition, Phonological Awareness, Rural Areas, Correlation, Decoding (Reading), Reading Processes, Cognitive Ability, At Risk Students, Multiple Regression Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Grade 4
Authoring Institution: N/A
Identifiers - Location: Canada
Identifiers - Assessments and Surveys: Cognitive Assessment System; Woodcock Johnson Tests of Achievement