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Peer reviewedNaglieri, Jack A.; Reardon, Sean M. – Journal of Learning Disabilities, 1993
This investigation (with 30 normal students and 30 students with reading disabilities, ages 7-15) examined the relationship between intelligence and phonological coding when ability was defined according to the Planning, Attention, Simultaneous, Successive (PASS) cognitive processing model. Findings indicate that phonological problems may not be…
Descriptors: Cognitive Processes, Decoding (Reading), Elementary Secondary Education, Handicap Identification
