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University Students with Poor Reading Comprehension
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Georgiou, George K.; Das, J. P. – Journal of Learning Disabilities, 2015
The present study aimed to examine the nature of the working memory and general cognitive ability deficits experienced by university students with a specific reading comprehension deficit. A total of 32 university students with poor reading comprehension but average word-reading skills and 60 age-word-matched controls with no comprehension…
Descriptors: Reading Comprehension, College Students, Reading Difficulties, Short Term Memory
Cognitive and Reading Profiles of Two Samples of Canadian First Nations Children: Comparing Two Models for Identifying Reading Disability
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Janzen, Troy M.; Saklofske, Donald H.; Das, J. P. – Canadian Journal of School Psychology, 2013
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…
Descriptors: Canada Natives, Indigenous Populations, Cognitive Processes, Reading Skills
Influence of Distal and Proximal Cognitive Processes on Word Reading
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Das, J. P.; Georgiou, George; Janzen, Troy – Reading Psychology, 2008
The objectives of the present study were twofold: (a) to explore the interrelationship among distal, proximal cognitive skills, and word reading; and (b) to identify those cognitive processes that predict phonological awareness and rapid naming. Seventy First-Nation Canadian children attending grades 3 and 4 were examined on phonological…
Descriptors: Reading Difficulties, Phonological Awareness, Grade 3, Cognitive Processes
Innovative Programs for Improvement in Reading through Cognitive Enhancement: A Remediation Study of Canadian First Nations Children
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Hayward, Denyse; Das, J. P.; Janzen, Troy – Journal of Learning Disabilities, 2007
Forty-five Grade 3 students from a reservation school in Western Canada were divided into two remedial groups and a no-risk control group. One remedial group was given a classroom-administered cognitive enhancement program (COGENT) throughout the school year. The second group received COGENT for the first half of the year followed by a pull-out…
Descriptors: Foreign Countries, Grade 3, Cognitive Ability, Reading Skills