Examining the Role of PASS Processes in Gifted Reading Performance

  • Author / Creator
    Dunn, Kristy L
  • The purpose of the present study was twofold: (a) to examine what cognitive processes differentiate between gifted readers and controls, and (b) to examine the individual profiles of gifted readers. One hundred forty-four grade 4 to 6 elementary school children (54 grade 4, 55 grade 5, and 35 grade 6) attending enrichment programs in Edmonton (Canada) were assessed on three measures of Broad Reading (Letter-Word Identification, Reading Fluency, and Passage Comprehension), and on measures of Planning (Matching Numbers, Planned Codes), Attention (Expressive Attention, Number Detection), Simultaneous (Nonverbal Matrices, Verbal-Spatial Relations), and Successive (Word Series, Sentence Repetition) processing. The results of multivariate analyses indicated that the gifted readers performed significantly better than controls in planning, simultaneous, and successive processing, and the differences were independent from the reading task used to select them. In addition, the gifted readers exhibited diverse individual profiles of cognitive assets. The most dominant type of cognitive asset was in simultaneous processing, followed by successive processing. The psychoeducational implications of these findings are discussed.

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  • Degree
    Master of Education
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