J.P.Das Developmental Disabilities Centre,

Education Building, University of Alberta,

Edmonton, Canada. J.P.Das@ualberta.ca

PASS Theory and CAS Books

1979 19961982 1994

Invocation

Let us learn togetherLet us enjoy the fruits of knowledgeLet us grow capable with learningLet us not be jealous

Of each other !

J.P.Das University of Alberta

Guru=My Prof

J.P.Das University of Alberta

A. R. Luria: My Inspiration

AWARENESSCONSCIOUSNESS

DISABIL

ITY

PEDAGOGY

DEFICIENT

ME

DIC

INE

ILL

SU

B-N

OR

MA

L

SO

CIO

LOG

Y

RETARDED

PSYCHOLOGY

DEFICITMODEL

PEDAGOGY

COMPETENCE

ME

DIC

INE

HE

ALT

H

NO

RM

AL

IZA

TIO

N

SO

CIO

LOG

Y

DIFFERENCE

PSYCHOLOGY

COMPETENCEMODEL

M. Mellero

DIVERSIT

Y

MedicalPassive / magical cure

Physical

Biological / prosthetics

CulturalInteractive / social intervention

Pedagogical

Instruction / modifiability

CognitiveCognitive ProcessesProcesses

PlanningAttention

Simultaneous

PhonologicalPhonologicalProcessesProcesses

AnalysisSynthesisRhyming

Memory-SequentialNaming

ReadingReading Word

IdentificationPassage

Comprehension

Knowledge BaseKnowledge Base (specific)

Luria (1972)

First Functional Unit - Attention

Second Functional

Unit - Simultaneous

and Successive

Third Functional

Unit - Planning

Luria, A. R. (1970). The Functional organization of the brain. Scientific American, 222, 66-78.

Process letters visuallyLook at sequence of letters

•orthographyUnderstand the meaning of the wordConvert the word to sound

•phonologyAct

•articulate the sound

Symbolic is magical Logographic is pictoral Alphabetic has many layersOrthographic/irregular words

First seen in writingChildren can write this but cannot read it.

•2 daddy I em sry tat u r sicReading by sight may coexist with sound for a whileRegular words pronounced correctlyAbility to recognize irregular words may be lost

Read aloud Read silently

Read parts of the word & process own voiceGenerate soundGenerate meaning

Read whole word •lexical phonology

Generate meaning

Can be pronounced as whole •lexical phonology

Meaning in store

Pronounced part by part•sublexical phonology

Meaning is searched •Is it missing?

LaveDape

HaveCape

based on Uta Firth, 1992

Biological causes

Brain Abnormalities

Common pathway

Cognitive deficit

Core problems

experience maturation compensation motivation

“gene fault” ??

Other system?“gene fault”

?

Phonological Mechanism

Speech rateWord memorynamingStroop Col-word

Poor nonsense readingSlow object naming Inconsistent spelling No regularity effect

RED BLUE GREEN YELLOW RED

YELLOW GREEN RED BLUE YELLOW

RED YELLOW YELLOW GREEN BLUE

GREEN BLUE GREEN RED BLUE

GREEN YELLOW RED YELLOW GREEN

RED BLUE RED GREEN YELLOW

BLUE GREEN YELLOW RED BLUE

YELLOW BLUE RED GREEN BLUE

Word Series

The child repeats a series of words in the same order the examiner says them

Start: Ages 5-7: Item 1 Ages 5-7: Item 1 Ages 8-17: Item 4Ages 8-17: Item 4

Discontinue: After After

four consecutive four consecutive

items faileditems failed

1. Wall-Car2. Shoe-Key...10. Cow-Wall-Car-Girl11. Dog-Car-Girl-Shoe-Key...27. Cow-Dog-Shoe-Wall-Man-Car- Girl-Key-Book

Serial recall1. cow, hot, wall2. hot, book, wall, man3. book, man, hot, wall, cow, box

Repeat as fast as you canred green purple red green purple red green purple ...man cow wall man cow wall man cow wall ...

Name the color of the ink

blue green red yellow

green yellow blue red

As Morrison (1993) concluded in his review: “the exact role and relative importance of phonemic awareness in reading acquisition and especially in reading disability have not been pinned down (p 293).”

Phonological coding improves vastly with the first year of schooling (Morrison, 1993).Therefore it follows logically that phonemic measure taken early in preschool do not predict how fast the children will acquire reading in the first two years of school.

SimultaneousProcesses

SuccessiveProcesses

Visual/OrthographicCoding

PhonologicalCoding

AssemblingPronunciation

Oral Reading

PlanningAttention

SimultaneousSuccessive

Sta

nd

ard

Sco

res

Poor Readers are Low in Successive

Good Word ReadersPoor Word Readers

75

80

85

90

95

100

105

87.68

91.92

88.84

80.12

91.00

96.4294.53

92.82

Chinese 1-minute reading

Chinese character recognition

Use these characters below to create a 2 or 3-character word.

决 卫 Answer ：决：决定 卫：卫兵

SIMULTANEOUS

ONE- MINUTEREADING

Phonological Awareness

SUCCESSIVE

.66***

Rapid Naming

Short-term Memory

OrthographicKnowledge

.49***

- .50***

.63***

.47**

.40***

- .22*

-.44***

.31**

STRUCTURAL EQUATION MODELING FOR CHINESE READING

DISTAL PROCESSES PROXIMAL PROCESSES READING

- .42***

-.30*

SIMULTANEOUS

Chinese Character Recognition

DISTAL PROCESSES PROXIMAL PROCESSES READING

SUCCESSIVE

.67***

STRUCTURAL EQUATION MODELING FOR CHINESE READING

Rapid Naming

OrthographicKnowledge

- .37**

.36***

.61***

-.15*

.42***

- .35***

EndShantih! Shantih! Shantih!!

Shantih! Shantih! Shantih!!

Approaches for developing word reading skillPhonological awareness vs. cognitive abilities remedial programs

The chief difference between the two approachesReading Skills are taught DIRECTLY through

phonological training /or/ applying P A S S processes

Phonological Awareness & Phonological Memory

Explicitly teach(1) the sound structure of

spoken language(2 to recall sequence of

sounds and/or words, & to manipulate sounds

Cognitive Abilities

PASS( processes), apart from phonological processes, are

developed before word-recognition skills are introduced

SPEECH RATE

RECEPTIVE ATTENTION

SPEECH RATE

FIGURE MEMORY

SOUND ISOLATION

PHONEME ELISION

READINGACHIEVEMENT

.48**

-.27**

-.63**

.32**

.40**

-.33**

CONGITIVE PROCESSES PHONOLOGICAL READING

TrTTT Triangle Model

First, the simulations support the observation that dyslexia is often associated with impairments in the representation of phonological information. Degrading these representations causes our models to learn more slowly and to generalize poorly.

Second, the models suggest that dyslexia can also have other causes. Many dyslexics exhibit a general developmental delay in reading rather than a specific phonological deficit.

The modeling suggests that this delay may arise from constitutional factors (e.g., a learning deficit) or experiential ones (e.g., lack of reading experience). Some of these children may be “instructional dyslexics” who were taught using methods that did not incorporate phonics.<Das 2002>

There are two main brain circuits involved in reading: a phonologically-dominant one that develops earlier and an orthography-semantics pathway that develops with additional experience (Pugh et al., 2000).

(Pugh et al., 2000) demonstrated that on reading tasks that required phonological processing, such as determining if two made-up words rhyme, normal readers showed robust connectivity between the angular gyrus and other areas in the back of the left hemisphere, whereas dyslexics did not.

However, normal readers and dyslexics showed similar connectivity between these areas on reading tasks that did not demand phonological processing.

Such research implies that supporting neural connections that are intact can be utilized by dyslexics if active phonological exercises are not demanded of them. <Das :A better look at intelligence.Current Directions,2002,11,28-32>

Appropriate remediation or intervention programs, such as PREP, that do not teach phonics and do not require oral reading, but still enhance successive processing, can be effective in helping dyslexics become better readers.

Successive processing contributes to understanding printed words and comprehending syntax.

Can the model illuminate the difference between reading disabilities associated with a slow rate of word reading and those characterized by a high rate of phonological errors?

Poor readers who are slow but not inaccurate should do poorly on the CAS successive-processing test that demands articulation, as in Speech Rate. This test requires rapid repetition of two or three simple words 10 times. Slow-but-accurate readers should not perform poorly on other Succc.Tests

successive-processing tests (e.g., serial recall of words and sentences) that do not demand fast articulation. In contrast, people who are both slow and inaccurate readers should do poorly on all successive-processing tests. This prediction is yet to be investigated.