Assessment and remediation of successive processing deficits using the PASS information processing model
Date
2014-03-13
Authors
Churches, Melinda
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Abstract
The rationale for this study was to match the remedial needs of children with appropriate
programmes. The aims were (1) To test the usefulness of screening instruments modelled
on subtestr of the Naglieri-Das Cognitive Assessment System in identifying South
African children with specific learning disabilities. (2) To study the effects of the PASS
Remedial Programme (PREP) in addressing the needs of children with deficits in
successive processing. (3) To study the effects of a programme based on Whole
Language (WL) principles when used with children with reading problems due to
extrinsic factors. Screening instruments were used to identify seven children with a
successive processing deficit for the PREP experimental treatment group. Seven children
who showed a general delay in beginning reading skills were selected for the WL
experimental group. A PREP control group and a WL control group were also identified.
Both treatment groups received twenty-four intervention sessions. When the PREP and
WL experimental groups were compared, there were significant differences in gains in
successive processing for the PREP group but gains in word reading skills were
statistically the same for the two groups. This was an indication that the remedial
programmes were suited to the needs of the children in the groups. General implications
for specialised education programmes in South Africa and future directions for research
on remediation are also presented.
Description
Thesis (M.Ed.)--University of the Witwatersrand, Faculty of Education, 1999.