The Relationship between Cognitive Processing and Reading

Abstract

This study discusses the Cognitive Assessment System (CAS) in assessing cognitive processing. CAS is capable of measuring not only the cognitive ability and process but also of able to determine the deficits in relation with specific reading skills. Therefore, this study aims to examine the relationship of PASS cognitive processes with the reading components of Wide Range Achievement Test-4 (WRAT-4). The CAS and WRAT-4 were administered to a hundred primary standard three Malaysian children but based on American norms. The full scale of CAS mean scores was 98 which is the average level of cognitive processing among the subjects. While the WRAT-4 reading components showed the mean score of overall reading performance was 90 which slightly reach the average level. Correlation analysis revealed that cognitive processes were significantly correlated with overall reading performance with r=0789, p<0.01. Simultaneous and Planning processing had quite strong relationship with the overall reading performance which was r=0. 724, p<0.01 and r=0.676, p<0.01 respectively. However, Successive processing had low score of r = 0.393, p < 0.01 for the correlation with reading comprehension. CAS is one of the alternatives in providing such capabilities in measuring cognitive processes that could predict reading deficits and relevant to identify performance on reading-related skills.

Electronic Versus Print Textbooks: The Influence of Textbook Format on University Students’ Self-Regulated Learning Strategies, Motivation, and Text Anxiety

“…A study by Keat and Ismail (2011) found that cognitive processes and overall reading performance were statistically correlated, supporting earlier evidence that word reading and reading comprehension were correlated to simultaneous processing and intellectual functioning (Shamita et al 2010). Reading proficiency was found to be determined in part by cognitive process (Shamita et al 2010).…”

“…Reading a textbook requires the employment of cognitive strategies for comprehension and thus learning (Keat and Ismail 2011;Reinking and Schreiner 1985). A study by Keat and Ismail (2011) found that cognitive processes and overall reading performance were statistically correlated, supporting earlier evidence that word reading and reading comprehension were correlated to simultaneous processing and intellectual functioning (Shamita et al 2010).…”

EFL Learners’ Cognition Process: A Case Study of Two ASD Learners with Different IQ Levels

“…They are also considered as an indication of learners' PISA levels (PISA / OECD, 2015) when it is connected to the PISA reading test. Studies ASD's cognition process have been widely conducted in many different areas such as Mathematics, L2 and psychology (Keat & Khaidzir, 2011;Randi et al, 2010;Woolley, 2016). First, Chiang & Lin (2007a), for example, conducted article reviews in the field of reading comprehension for ASD learners.…”

Σχέσεις Μεταξύ Εργαζόμενης Μνήμης, Επιτελικών Γνωστικών Λειτουργιών Και Αναγνωστικής Ικανότητας Σε Παιδιά Νηπιαγωγείου Και Α' Δημοτικού

“…Ο προγραμματισμός φαίνεται να αποτελεί λειτουργία ανώτερου επιπέδου επεξεργασίας συμβάλλοντας στην αναγνωστική κατανόηση και στη διεκπεραίωση αναγνωστικών έργων υψηλότερου επιπέδου (Brailsford et al, 1984· Haddad, Garcia, Naglieri, Grimditch, McAndrews, & Eubanks, 2003· Keat & Ismail, 2011a, 2011b. Η ικανότητα οργάνωσης των πληροφοριών και σχεδιασμού της δράσης κατά τη σημασιολογική αναπαράσταση του κειμένου συμβάλλουν στην κατανόηση πολύπλοκων κειμένων (Eason, Goldberg, Young, Geist, & Cutting, 2012).…”

“…Brailsford et al, 1984· Ismail & Keat, 2008 και του προγραμματισμού (βλ. Haddad et al, 2003· Keat & Ismail, 2011a, 2011b.…”