en تخصصي Special پژوهشي Research Article <aside style="box-sizing: border-box; font-family: Lato, Arial; word-wrap: break-word; margin-bottom: 10px; font-size: 11px;"> <p style="box-sizing: border-box; word-wrap: break-word; margin: 0px 0px 10px; font-size: 12px; text-align: justify;"><span style="box-sizing: border-box; word-wrap: break-word; font-weight: 700;">Background:</span>&nbsp;The present study was based on the Planning, Attention, Simultaneous, and Successive processes (PASS) theory.</p> </aside> <aside style="box-sizing: border-box; font-family: Lato, Arial; word-wrap: break-word; margin-bottom: 10px; font-size: 11px;"> <p style="box-sizing: border-box; word-wrap: break-word; margin: 0px 0px 10px; font-size: 12px; text-align: justify;"><span style="box-sizing: border-box; word-wrap: break-word; font-weight: 700;">Objectives:</span>&nbsp;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.</p> </aside> <aside style="box-sizing: border-box; font-family: Lato, Arial; word-wrap: break-word; margin-bottom: 10px; font-size: 11px;"> <p style="box-sizing: border-box; word-wrap: break-word; margin: 0px 0px 10px; font-size: 12px; text-align: justify;"><span style="box-sizing: border-box; word-wrap: break-word; font-weight: 700;">Patients and Methods:</span>&nbsp;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.</p> </aside> <aside style="box-sizing: border-box; font-family: Lato, Arial; word-wrap: break-word; margin-bottom: 10px; font-size: 11px;"> <p style="box-sizing: border-box; word-wrap: break-word; margin: 0px 0px 10px; font-size: 12px; text-align: justify;"><span style="box-sizing: border-box; word-wrap: break-word; font-weight: 700;">Results:</span>&nbsp;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.</p> </aside> <aside style="box-sizing: border-box; font-family: Lato, Arial; word-wrap: break-word; margin-bottom: 10px; font-size: 11px;"> <p style="box-sizing: border-box; word-wrap: break-word; margin: 0px 0px 10px; font-size: 12px; text-align: justify;"><span style="box-sizing: border-box; word-wrap: break-word; font-weight: 700;">Conclusions:</span>&nbsp;Kannada children with RD were particularly poor on simultaneous and successive processing. Our results support the heterogeneity view of RD.</p> </aside> Cognitive, Dyslexia, Neuropsychology 46 50 http://ajnpp.umsha.ac.ir/browse.php?a_code=A-10-2-12&slc_lang=en&sid=1 Surendranath P. Nishanimut 100319475328460045 100319475328460045 No Samveda Training and Research Centre, Davangere, India Prakash Padakannaya prakashp99@gmail.com 100319475328460046 100319475328460046 Yes Department of Psychology, University of Mysore, Mysore, India