Examining the Relation between PASS Cognitive Processes and Superior Reading and Mathematics Performance

Autor/inn/en	Georgiou, George K.; Bulut, Okan; Dunn, Kristy; Naglieri, Jack A.; Das, J. P.
Titel	Examining the Relation between PASS Cognitive Processes and Superior Reading and Mathematics Performance
Quelle	In: Psychology in the Schools, 58 (2021) 2, S.252-267 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Georgiou, George K.) ORCID (Bulut, Okan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22442
Schlagwörter	Cognitive Processes; Cognitive Tests; Academic Achievement; Reading Achievement; Mathematics Achievement; High Achievement; Performance Factors; Predictor Variables; Children; Achievement Tests; Cognitive Assessment System; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Kognitiver Fähigkeitstest; Schulleistung; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leistungsindikator; Prädiktor; Child; Kind; Kinder; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	Although several studies have shown that planning, attention, simultaneous, and successive (PASS) cognitive processes--operationalized with the cognitive assessment system (CAS; Naglieri & Das, 1997)--are significant predictors of academic performance in the general population, little is known about their role among children with superior academic skills. Thus, the purpose of this study was to examine whether PASS processes can predict superior performance in reading and mathematics. We used the standardization sample of CAS (n = 1210) and further identified children with superior reading (n = 62) and mathematics (n = 73) performance on Woodcock-Johnson Tests of Achievement--Revised (Woodcock & Johnson, 1989). Results of the initial regression analyses showed that the PASS processes were significant predictors of superior reading and mathematics performance. Next, a classification and regression tree approach showed that the PASS scores could classify superior or not-superior readers and mathematicians with 89% and 82% accuracy, respectively. Theoretical and practical implications of our results are discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01