NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ778040
Record Type: Journal
Publication Date: 2007-Dec
Pages: 14
Abstractor: Author
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0022-4405
Correlates of Canadian Native Children's Reading Performance: From Cognitive Styles to Cognitive Processes
Das, J. P.; Janzen, Troy; Georgiou, George K.
Journal of School Psychology, v45 n6 p589-602 Dec 2007
Individual differences in reading and cognitive processing among a sample of generally poor readers were studied in order to answer two major questions: Do they have a specific cognitive style that favors global-simultaneous strategies and a weak sequential strategy? If they do not have a distinct cognitive style or strategy, but are merely poor in using sequential (Successive) strategies, then, would the same processes that influence reading performance in the general population determine their performance as well? A sample of 84 Canadian First Nations (FN) children were assessed in word and pseudoword reading, rapid naming speed, and ability to process information using the Planning, Attention, Successive, and Simultaneous (PASS) theory of intelligence. Results confirmed that this sample of children did not exhibit a specific cognitive style. Rather, there was evidence of a weakness in Successive processing only in the subgroup of poor readers. The importance of understanding the role of Successive processing and rapid naming speed relative to reading is further discussed.
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada