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.
Highlights
Human cognition comprises of every activity that is involved in the thinking processes
This study discussed either directly or indirectly the cognitive processing of PASS in relation with reading component skills. They are relevant to be discussed in order to get better understanding on the alternative of PASS cognitive processing theory as suggested by Naglieri et al (2006), Cognitive Assessment System (CAS) is a cognitive approach to reconceptualizing intelligence offers a viable alternative to a traditional general intelligence approach that g factor
It was the full scale score of CAS highly correlated with reading composite, it was significantly correlated with each of the reading components skills such as word reading (r = 0.759, p < 0.01), reading comprehension (r = 0.714, p < 0.01) and spelling (r = 0.780, p < 0.01) among the English as Second Language (ESL) learners
Summary
Human cognition comprises of every activity that is involved in the thinking processes It covers the basic theory of information processing, social cognitive perspective, the developmental cognition theory and neuropsychological points of view. These theoretical explanations have given an overall thought that contributed to the understanding of PASS theory which was the focus of this present study. This study discussed either directly or indirectly the cognitive processing of PASS in relation with reading component skills They are relevant to be discussed in order to get better understanding on the alternative of PASS cognitive processing theory as suggested by Naglieri et al (2006), CAS is a cognitive approach to reconceptualizing intelligence offers a viable alternative to a traditional general intelligence approach that g factor. The findings showed that these children performed consistently as cognitive processing despite the language difference
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