ABSTRACT

Although the role of cognitive processes, such as planning, attention, simultaneous, and successive (PASS) processing in reading ability has been examined in samples of typically developing children and children with reading difficulties, it remains unclear if these processes also contribute to superior reading performance. Thus, in this study we examined (a) which PASS processes differentiate superior readers from average readers and (b) what is the individual profile of the superior readers. Thirty-six children with superior reading performance (standard score in Broad Reading equal to or higher than 130) and 43 average readers (standard score in Broad Reading between 85 and 115) were assessed on measures of general intelligence, planning, attention, simultaneous, and successive processing. The results of multivariate analyses indicated that the superior readers performed significantly better than the average readers only in simultaneous and successive processing. However, the superior readers exhibited diverse individual profiles of cognitive assets. The psychoeducational implications of these findings are discussed.

摘要

尽管已经在典型发育中的儿童和阅读困难儿童的样本中检查了认知过程（如计划，注意力，同时和连续（PASS）过程）在阅读能力中的作用，但尚不清楚这些过程是否也有助于提高阅读能力性能。因此，在这项研究中，我们研究了（a）哪种PASS流程将优秀读者与普通读者区分开来；以及（b）优秀读者的个人特征是什么。根据一般智力，计划，注意力，同时，社交，社交，社交，社交等方面的评估，对36名表现优异的儿童（广泛阅读的标准分数等于或高于130）和43位平均阅读者（广泛阅读的标准分数介于85和115之间）进行了评估。和后续处理。多元分析的结果表明，仅在同步和连续处理中，高级阅读器的性能明显优于平均阅读器。然而，优秀的读者展现出认知资产的各种个人特征。讨论了这些发现的心理教育意义。