PASS cognitive processes, phonological processes, and basic reading performance for a sample of referred primary‐grade children
PASS cognitive processes, phonological processes, and basic reading performance for a sample of referred primary‐grade children
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被推荐的小学儿童样本的认知过程、语音过程和基本阅读表现均通过
DOI：
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发表时间：
2003
期刊：
影响因子：
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通讯作者：
J. Naglieri
中科院分区：
文献类型：
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作者：
Laurice M. Joseph;Megan E. McCachran;J. Naglieri
本研究的目的是探讨认知加工、语音加工和基本阅读技能表现之间的关系。认知理论家提出，规划、注意力、同时和连续（PASS）过程与各种语音技能相关。对因阅读问题而转介的 62 名小学儿童样本进行了认知过程（认知评估系统）、语音过程（语音处理综合测试）和基本阅读成绩（伍德科克-约翰逊学术成就测试 - III）的测量。研究结果表明，一些认知过程与语音过程以及基本阅读技能显着相关。在语音记忆和连续过程之间以及语音意识和基本阅读表现之间发现了最强的关系。
The purpose of this study was to explore the relationships among cognitive processing, phonological processing and basic reading skill performance. Cognitive theorists propose that Planning, Attention, Simultaneous and Successive (PASS) processes are related to various phonological skills. A sample of 62 Primary Grade children referred for reading problems were administered measures of cognitive processes (Cognitive Assessment System), phonological processes (Comprehensive Test of Phonological Processing) and basic reading achievement (Woodcock-Johnson Tests of Academic Achievement-III). Findings indicated that some cognitive processes were significantly related to phonological processes as well as basic reading skills. The strongest relationships were found between phonological memory and successive processes and between phonological awareness and basic reading performance.