American Journal of Psychological Research

The purpose of this study was to explore the relationships between the PASS model of intelligence and writing achievement in junior high students (aged 11-15 years) with and without written expression disabilities (as determined by school records and achievement testing). The PASS model of intelligence was operationalized as the Das-Naglieri: Cognitive Assessment System (CAS; 1997). Ninety-six students with (n=48) and without (n=48) written expression disabilities were administered the CAS and the writing subtests of the Wechsler Individual Achievement Test (WIAT; 1992). Pearson correlation coefficients were computed to explore the relationships between the two measures. Significant positive correlations were found between the Planning and Attention composites of the CAS and the WIAT writing scales for the students with writing disabilities. In contrast, the Simultaneous and Successive composites of the CAS had significant, positive correlations to writing achievement for the students without writing disabilities.