Cognitive and Reading Profiles of Two Samples of Canadian First Nations Children: Comparing Two Models for Identifying Reading Disability

Autor/inn/en	Janzen, Troy M.; Saklofske, Donald H.; Das, J. P.
Titel	Cognitive and Reading Profiles of Two Samples of Canadian First Nations Children: Comparing Two Models for Identifying Reading Disability
Quelle	In: Canadian Journal of School Psychology, 28 (2013) 4, S.323-344 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0829-5735
DOI	10.1177/0829573513507419
Schlagwörter	Canada Natives; Indigenous Populations; Cognitive Processes; Reading Skills; Reading Difficulties; Grade 3; Grade 4; Elementary School Students; Word Recognition; Phonological Awareness; Rural Areas; Correlation; Decoding (Reading); Reading Processes; Cognitive Ability; At Risk Students; Multiple Regression Analysis; Cognitive Assessment System; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Sinti und Roma; Cognitive process; Kognitiver Prozess; Reading skill; Lesefertigkeit; Reading difficulty; Leseschwierigkeit; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Worterkennung; Rural area; Ländlicher Raum; Korrelation; Dekodierung; Leseprozess; Denkfähigkeit
Abstract	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 than differences. Groups, separately and combined, showed a significant relationship between decoding, phonological awareness variables, word decoding, and successive processing that has also been observed among children from the mainstream culture. In general, the cognitive processing, reading, and reading subskills of First Nations children are, on average, below the norms for these measures. The findings are discussed in terms of reading disability identification practices from a Discrepancy Model and the Consistency-Discrepancy Model using PASS (Planning, Attention, Simultaneous, and Successive) theory among First Nations children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10