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Direct linkDunn, Kristy; Georgiou, George; Das, J. P. – Roeper Review, 2020
The purpose of this study was to examine whether components of the Planning, Attention, Simultaneous, and Successive (PASS) processing theory of intelligence predict reading and mathematics proficiency in a group of intellectually gifted children. One hundred forty-two intellectually gifted children (70 females, 72 males; M[subscript…
Descriptors: Cognitive Processes, Reading Achievement, Mathematics Achievement, Children
Liu, Cuina; Georgiou, George K. – Journal of Educational Psychology, 2017
Although rapid automatized naming (RAN) is one of the best predictors of reading across languages, its nature remains elusive. In the present study, we aim to elucidate the nature of RAN by examining the cognitive and environmental correlates of RAN. One hundred forty-one second-year kindergarten Chinese children (71 girls, 70 boys; mean age =…
Descriptors: Kindergarten, Young Children, Naming, Correlation
Download full textTaha, Mohamed Mostafa – Insights into Learning Disabilities, 2016
This study aimed to test a proposed structural model of the relationships and existing paths among cognitive processes (attention and planning), visual motor integration, and academic achievement in reading, writing, and mathematics. The study sample consisted of 50 students with mild intellectual disability or MID. The average age of these…
Descriptors: Cognitive Processes, Academic Achievement, Mild Intellectual Disability, Psychomotor Skills
Asonitou, Katerina; Koutsouki, Dimitra; Kourtessis, Thomas; Charitou, Sofia – Research in Developmental Disabilities: A Multidisciplinary Journal, 2012
The current study adopts the PASS theory of information processing to investigate the probable differences in specific motor and cognitive abilities between children with and without developmental coordination disorder (DCD). Participants were 108 5- and 6-year-old preschoolers (54 children with DCD and 54 children without DCD). The Movement…
Descriptors: Early Intervention, Correlation, Cognitive Processes, Preschool Children
Janzen, Troy M.; Saklofske, Donald H.; Das, J. P. – Canadian Journal of School Psychology, 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…
Descriptors: Canada Natives, Indigenous Populations, Cognitive Processes, Reading Skills
