Cognitive Profiles of Poor Readers in Oriya Language: Are They Similar to English Readers?

Abstract

Can we assume that the generally poor reader in Oriya language may be distin guished from good and average readers on the basis of selected cognitive tasks that do not involve reading? Furthermore, are their cognitive performance differ ences similar to those found among good and poor readers in English among Canadian children whose mother tongue is English? School children from Grades 3 and 5 participated in the study. They came from two kinds of schools: of poor and average quality. Cognitive tests measuring simultaneous and successive processing, and some planning and attention tasks were administered. Results from the average quality school showed that the poor readers were clearly poor in both simultaneous and successive tests and in only some planning and attention tests. The Canadian and Oriya children's cognitive patterns were thus similar. The need for taking a much larger sample to separate the truly dyslexic child from the "garden-variety"poor readers and then examining their cognitive patterns is suggested.

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

“…This corresponds to what other researchers have reported for both First Nations samples (Das et al, 2008;T. Janzen, 2000) and non-First Nations samples (Das et al, 1996;Kirby et al, 1996;Kirby & Williams, 1991). Indeed this same relationship has also been found cross-culturally for Spanish (Molina, Garrido, & Das, 1997) and Greek children (Papadopoulos, Charalambous, Kanari, & Loizou, 2004).…”

“…Several studies with non-First Nations children using the PASS model have shown that Simultaneous processing is more strongly related to reading comprehension while Successive processing is more strongly related to word decoding (e.g., Das, Nanda, & Dash, 1996;Kirby, Booth, & Das, 1996). Furthermore, it has generally been found that one of the primary characteristics of children with word decoding problems is poor Successive processing (Das et al, 1994;Das, Parrila, & Papadopoulos, 2000).…”

Innovative Programs for Improvement in Reading Through Cognitive Enhancement

“…In simultaneous processing, the relationship between items and their integration into whole units of information is coded, whereas in successive processing, information is coded so that the only links between items are sequential in nature (see Das, Naglieri, & Kirby, 1994, for a detailed description). Several studies have shown that simultaneous processing relates strongly to reading comprehension, and successive processing to decoding words (Das, Nanda, & Dash, 1996;Kirby, Booth, & Das, 1996;Kirby & Williams, 1991), and that one of the primary characteristics of children with word decoding problems is poor successive processing abilities (Das, Mishra, & Kirby, 1994). The connection between successive processing and reading performance has been recently demonstrated in two studies of Canadian First Nations children (Das, Janzen, & Georgiou, 2006;Das, Hayward, Georgiou, Janzen & Boora, 2007); the children involved in the present study on the efficacy of re-mediation are from the same school population.…”

Stereotypes about Adults with Learning Disabilities: Are Professionals a Cut Above the Rest?

“…However, the research on social stigma towards disabilities has remained limited to the area of physical disabilities. Exhaustive review of Indian research in the area of learning disability found some studies that were conducted in the fi elds of screening, diagnosis, and intervention; some were in English, others in vernacular languages (Das et al, 1996;Gupta et al, 1997;Nehru et al, 1997;Karanth et al, 2004;Mehta & Swarup, 2004;Padakannaya & Mohanty, 2004), but no study on att itudes towards learning disability could be found. A study by Gitanjali (2004) examined the person ality characteristics of male and female primary school students with learning disability, in urban and rural Andhra Pradesh, India.…”