Cognitive and Reading Profiles of Two Samples of Canadian First Nations Children

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. Résumé Deux échantillons d'enfants des Premières nations canadiennes dans la troisième et quatrième année scolaire ont été évalués pour le traitement cognitif, la lecture des mots et les compétences de sensibilisation phonologique. Les deux groupes venaient des réserves rurales des Cris des plaines dans de différentes provinces. Les deux groupes ont démontré des différences significatives par rapport à plusieurs variables cognitives clés bien qu'il y avait plus de similitudes que de différences. Les groupes, séparément et

Applying the Discrepancy Consistency Method on CAS-2: Brief Data in a Sample of Greek-Speaking Children

“…As has been argued before (e.g., Janzen et al 2013;Maki and Adams 2019;Naglieri and Otero 2017), detecting significant variability in PASS scores is particularly important because it has significant instructional implications. In fact, one of the strengths of using CAS is its direct connection to intervention.…”