Related Experiment Videos
Traditional IQ is irrelevant to learning disabilities--intelligence is not
1Educational Services and Research, Ohio State University, Columbus 43210.
Journal of Learning Disabilities
|February 1, 1993
Summary
This study found that cognitive processing, specifically successive processing, is crucial for reading skills in students with reading disabilities. The Planning, Attention, Simultaneous, Successive (PASS) model offers insights into reading failure beyond traditional IQ measures.
Area of Science:
- Cognitive Psychology
- Educational Psychology
- Neuroscience
Background:
- Traditional intelligence quotient (IQ) tests may not fully capture cognitive abilities relevant to learning disabilities.
- The Planning, Attention, Simultaneous, Successive (PASS) cognitive processing model offers an alternative framework for understanding intelligence.
- Reading failure can be linked to specific cognitive processing deficiencies.
Purpose of the Study:
- To investigate the relationship between intelligence, as defined by the PASS model, and phonological coding abilities in students.
- To test the hypothesis that the PASS model may be more sensitive to reading disabilities than traditional IQ tests.
- To identify specific PASS cognitive processes that predict reading performance.
Main Methods:
- A study involving 60 students (30 normally achieving, 30 with reading disabilities) aged 7.7 to 15.3 years.
- Administration of PASS cognitive processing measures.
- Assessment of pseudoword reading and reading recognition using the Woodcock-Johnson Psycho-Educational Battery-Revised and the Wide Range Achievement Test-Revised (WRAT-R).
Main Results:
- Students with reading disabilities scored significantly lower on both pseudoword reading and WRAT-R Reading recognition tests compared to normally achieving students.
- Successive processing scores significantly predicted pseudoword reading performance in students with reading disabilities (R² = .267).
- Successive processing scores (R² = .212) and the combination of successive and planning scores (R² = .296) significantly predicted WRAT-R Reading scores.
Conclusions:
- The PASS cognitive processing model, particularly successive processing, is a significant predictor of reading abilities and reading failure.
- Deficiencies in successive processing may underlie reading difficulties, suggesting a need for targeted interventions.
- The findings support the utility of the PASS model in understanding and potentially addressing learning disabilities like reading failure.