THE INTELLIGENCE OF CHILDREN WITH READING DIFFICULTIES (RD) BY COGNITIVE ASSESSMENT SYSTEM (CAS) (Kecerdasan Minda Kanak-kanak yang Mempunyai Masalah Membaca Dengan Berdasarkan Sistem Penilaian Kognitif (CAS))

Abstract

This case study discusses one of the latest technology based instrument, the Cognitive AssessmentSystem (CAS) in assessing cognitive functioning of Luria‟s three functional units of brain ortheoretical base of Planning, Attention, Simultaneous and Successive (PASS). CAS is capable ofmeasuring not only the cognitive ability and process but also of determining intervention purposes forchildren with specific needs. Therefore, this study aims to examine the PASS cognitive functions andthe use of CAS to subjects with Reading Difficulties (RD). Profiles of the CAS were firstly obtainedfrom children with RD, and then the PASS scale standard scores were compared by using UnitedState norms. The specific weakness of cognitive functioning was detected from the children withESL reading difficulties. CAS was administered individually to 50 ESL poor achievers in standard 3at Sekolah Rendah Kebangsaan Bandar Tun Hussein Onn (SRKBTHO). There were distinct PASScognitive profiles among the poor achiever of ESL children and gender was not the determinant. ThePASS scale standard scores showed 41% (n=20) is at average level, 30% (n=16) at low average level,26% (n=13) at below average level and only 2% (n=1) at well below average level. There was nosignificant difference between girls and boys in term of cognitive processing. However, the poorachievers of English as Second Language (ESL) children were significantly low for simultaneousprocessing which is highly related to the ability of comprehension.