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Title:	The Role Of Pass Cognitive Processing In Ascertaining Reading Ability
Authors:	Ooi Boon Keat (P35835)
Supervisor:	Khaidzir bin Hj. Ismail, Professor Dr.
Keywords:	Role Of Pass Cognitive Processing Pass Cognitive Processing Ascertaining Reading Ability Pass Cognitive Processing In Ascertaining Reading Ability Cognitive Abilities Test
Issue Date:	14-Mar-2013
Description:	This study examined the effectiveness of Cognitive Assessment System (CAS) in measuring PASS cognitive functions of children with Reading ability. The PASS cognitive functions that represent human intelligence were based on the Luria’s three functional units of brain which are Planning, Attention, Simultaneous and Successive (PASS). Cognitive Assessment System (CAS) was used to measure the PASS cognitive functions, while Wide Range Achievement Test-4 (WRAT-4) was used to determine reading processes Word Reading, Reading Comprehension and Spelling. CAS and WRAT were administered individually to 50 normal readers and 50 poor readers of primary Standard 3 English as the second language (ESL) learners. This study was conducted in Sekolah Kebangsaan Bandar Tun Hussein Onn (SKBTHO) in Selangor, Malaysia. First part of this study was descriptive design that aimed to obtain profiles of the CAS and WRAT-4, and also to determine the specific weakness of cognitive functions and reading processes of poor readers. There were distinct PASS cognitive profiles among the poor readers and gender was not the determinant. The PASS scale standard scores of poor readers showed 41% (n = 20) and the rest were lower than average level. While only 2% (n = 1) of the subjects was lower than average level, but 98% (n = 49) was at higher than average level based on American standardization. There was significant differences for both PASS cognitive processing and reading processes between the normal readers and poor readers. There was no significant different between girls and boys in term of cognitive functioning except one which female significantly outperformed male on Word Reading among poor readers. However, girl participants scored higher on Planning and Attention processing while boy participants scored higher on Simultaneous and Successive processing. Overall, the poor readers were significantly low for Simultaneous processing. Result of WRAT-4 indicated that both groups of readers had low scores on reading comprehension. Besides, there was significant relationship between PASS cognitive functions and reading composite (r = 0.381, p < 0.01) among the poor readers and (r = 0.412, p < 0.01) among the normal readers. While attention processing was significantly negative correlated with reading comprehension (r = - 0.296, p < 0.05) among poor readers. The simultaneous processing was significantly correlated with reading comprehension (r = 0.395, p < 0.01). Second part of this study was experimental design that revealed the intervention of PREP program which had effectively enhanced the Simultaneous processing and no significant differences for the reading performances before and after the intervention. Results of these findings were discussed and recommendations for the future research were also suggested to consider the cognitive functioning to enhance reading among Malaysian children.,PhD
Pages:	335
Call Number:	BF432.5.C64 .O568 2013
Publisher:	UKM, Bangi
Appears in Collections:	Faculty of Social Sciences and Humanities / Fakulti Sains Sosial dan Kemanusiaan

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