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Avicenna Journal of Neuro Psycho Phyisology، جلد ۱، شماره ۲، صفحات ۰-۰
عنوان فارسی Neurocognitive Profile of Children With Reading Disability in Kannada
چکیده فارسی مقاله Conclusions Kannada children with RD were particularly poor on simultaneous and successive processing. Our results support the heterogeneity view of RD. Results Independent-samples t tests (two-tailed) showed significant difference between the groups on all the PASS component subtests. The PASS scores of children with RD were scattered unevenly around the average to well below the average range. Patients and Methods Children with RD who participated in the study were two grades below the expected reading level for their age but were otherwise normal with respect to intellectual functioning, opportunities, and instructions. The comparison group consisted of age-matched children. Objectives We hypothesized that there would be significant differences between children with and without reading disability (RD) on PASS components. Furthermore, we predicted that deficits in children with RD would not be uniform across PASS components. Background The present study was based on the Planning, Attention, Simultaneous, and Successive processes (PASS) theory.
کلیدواژه‌های فارسی مقاله Cognitive،Dyslexia،Neuropsychology
عنوان انگلیسی Neurocognitive Profile of Children With Reading Disability in Kannada
چکیده انگلیسی مقاله Conclusions Kannada children with RD were particularly poor on simultaneous and successive processing. Our results support the heterogeneity view of RD. Results Independent-samples t tests (two-tailed) showed significant difference between the groups on all the PASS component subtests. The PASS scores of children with RD were scattered unevenly around the average to well below the average range. Patients and Methods Children with RD who participated in the study were two grades below the expected reading level for their age but were otherwise normal with respect to intellectual functioning, opportunities, and instructions. The comparison group consisted of age-matched children. Objectives We hypothesized that there would be significant differences between children with and without reading disability (RD) on PASS components. Furthermore, we predicted that deficits in children with RD would not be uniform across PASS components. Background The present study was based on the Planning, Attention, Simultaneous, and Successive processes (PASS) theory.
کلیدواژه‌های انگلیسی مقاله Cognitive,Dyslexia,Neuropsychology
نویسندگان مقاله surendranath p nishanimut | surendranath p nishanimut
samveda training and research centre, davangere, india


prakash padakannaya | prakash padakannaya
department of psychology, university of mysore, mysore, india; department of psychology, university of mysore, p. o. box 570006, mysore, karnataka, india. tel 91-8212419743
نشانی اینترنتی http://www.avicennajnpp.com/index.php?page=article&article_id=24208
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کد مقاله (doi) 10.17795/ajnpp-24208
زبان مقاله منتشر شده fa
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نوع مقاله منتشر شده research-article
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