PASS Processes and Reading Disability

Description

Page: 108-112

Ranga, C.¹ and Khosla, M.² (Department of Psychology, University of Delhi, Delhi¹ and Daulat Ram College, University of Delhi, Delhi²)

As per 2018-19 statistical data, 1335 children with Specific Learning Disability (SLD) were enrolled from Grades III through Grade V in Directorate of Education (DoE) and Municipal Corporation of Delhi (MCD) schools combined together (UDISE+ Dashboard, n.d.). Owing to lack of trained human resources and contextually relevant intervention programs, providing a cognitively stimulating learning environment to these students becomes a challenge. The aim of the current study was to review a) research studies discussing cognitive processing deficits underlying reading disability and, b) intervention programs based upon the PASS theory of Intelligence (Das et al., 1994) for students with or without reading or learning disability to inform the design of a future cognitive skill intervention program for children with reading disability studying in MCD schools. Relevant research studies published between 2005 and 2022 were examined for the stated research purpose. Findings suggest the cognitive skills encapsulated in PASS processes to be affected in a child with reading disability. Thus, strengthening the PASS process for the aforementioned group of students would strengthen the cognitive skills underlying reading disability, thereby, resulting in development of associated reading skills. The implications for contextualized cognitive skill intervention programs have been discussed in the present study.