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Date of Award
2004
Document Type
Dissertation - Pacific Access Restricted
Degree Name
Doctor of Education (Ed.D.)
Department
Curriculum and Instruction
First Advisor
Thomas Nelson
First Committee Member
Linda Webster
Second Committee Member
Harriet Arnold
Third Committee Member
Jeffrey Riehl
Abstract
The simultaneous and successive cognitive processes of students with and without LD were investigated. 51 middle school students with and without learning disabilities in grades 7 and 8 were selected for the study. Based on reading performance on the WIAT-II reading decoding subtest, students were assigned to one of three research groups: Learning disabilities (LDB), students without learning disabilities who are below average readers (NLDB), and students without learning disabilities who are average readers (NLDA). The Das-Naglieri Cognitive Assessment System (DNCAS) was administered to all students to determine simultaneous and successive processing proficiency. Independent samples t-tests were conducted to determine processing differences between LDB and NLDA; LDB and NLDB; and NLDB and NLDA. Significant simultaneous and successive cognitive processing differences between LDB and NLDB were not found. These results appear consistent with the existing literature, and call into question the effectiveness of the current definition of LD to discriminate between LD and non-LD students.
Pages
116
ISBN
9780496117888 , 0496117882
Recommended Citation
Bains, Randhir S.. (2004). The efficacy of the Das Naglieri Cognitive Assessment System to discriminate between children with reading disabilities and children without reading disabilities. University of the Pacific, Dissertation - Pacific Access Restricted. https://scholarlycommons.pacific.edu/uop_etds/2457
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