PASS認知歷程乃指計劃（Planning）、注意（Attention）、平行處理（Simultaneous）和序列處理（Successive）而言（Naglieri & Das, 1988, 1990）。
本研究之主要目的在以PASS認知歷程模式來探討閱讀障礙兒童和一般兒童認知歷程的差異，以及探討閱讀障礙兒童認知歷程和國語文成就之間的關係。
研究者首先從台北市十一所國小五年級中挑選40名閱讀障礙兒童與40名與其對照的一般兒童，並對閱讀障礙兒童實施「國語文能力測驗」，再從國內現有測驗中挑選六個符合PASS理論架構的現有測驗，研究者再自行編制六個分測驗，彙整成為「兒童認知歷程評量工具」，施測於閱讀障礙兒童與一般兒童，最後再以描述性統計、單因子多變量變異數分析、區辨分析、Pearson積差相關以及多元逐步迴歸分析等統計方法進行資料分析。本研究主要發現如下：
一、閱讀障礙兒童和一般兒童在認知歷程上有顯著差異：兩組兒童在認知歷程評量上的得分有顯著差異，其差異主要表現在「找找看作業」、「填填看作業」、「配配看作業」、「語文關係」、「指指看作業」、「語詞記憶」、「記憶廣度」等七個分測驗上，前者不如後者；就PASS分歷程而言，此差異表現在計畫歷程、語文的平行處理歷程及序列處理歷程。
PASS認知歷程能力可區辨閱讀障礙兒童和一般兒童，若以十二個分測驗來區辨，可達87.5%的正確率；以四種分歷程來區辨，正確率達77.5%，其中以語文的平行處理能力，語文的序列處理能力，以及計畫能力較具區別力。
二、閱讀障礙兒童PASS認知歷程和國語文成就之間有密切的關係：國語文的聽覺記憶能力和序列處理歷程有顯著的正相關；閱讀理解能力則和序列處理歷程以及語文的平行處理歷程有顯著的正相關；字形義辨別和修辭能力則和平行處理歷程有顯著的正相關；語法能力則和平行處理以及序列處理歷程有較高的正相關而整體的國語文能力則和平行處理以及序列處理歷程有顯著的正相關。
多元逐步迴歸分析顯示「語文關係」對國語文能力最具預測力，次為「語詞記憶」、「記憶廣度」和「圖形推理」；就PASS分歷程而言，則顯示序列處理歷程最具預測力，次為平行處理歷程。
本研究除對上述研究結果加以深入討論外，最後並提出若干在教育行政、教學輔導及未來研究上之建議。

PASS refers to the cognitive process entailing planning, attention, simultaneous, and successive processing, which was proposed by Naglieri & Das(1988,1990).
The purposes of the study were to investigate the cognitive process differences between regular children and children with reading disabilities and how such differences affect their language achievement.
A total of 80 subjects, comprised of 40 regular children and 40 children with reading disabilities from fifth grade in 11 elementary schools in Taipei, participated in the study. They were tested by the "Test Battery of Children's Cognitive Process" developed by the researcher and the "Test of Language Competence". The obtained data were analyzed by one-way MANOVA, discriminant analysis, Pearson correlation,and stepwise multiple regression.
The major findings were as follows:
1. There were significant differences between the two groups in the "Test Battery of Children's Cognitive Process", mainly in seven subtests,the special group was inferior to the regular group in "looking around", "filling the blank", "matching", "verbal relations", "pointing", "linguistic memory", "memory span". In terms of PASS, such differences were manifested in planning, simultaneous and successsive linguistic processing. In addition, PASS successfully discriminated these two groups.Using the twelve subtests,accuracy in discrimination reached to 87.5%; using the four cognitive processing, the accuracy in discrimination was 75%. Among them,simultaneous and successive linguistic processing and planing were especially powerful.
2. There was a significant relationship between PASS cognitive processing and performance in the "Test Battery of Language Competence"; the significant positive correlations were found between auditory memory and simultaneous processing,reading comprehension and successive processing/linguistic simultaneous processing; simultaneous processing and vocabulary detection/verbal selection, syntactic ability and simultaneous/successive processing. As a whole, the "Test Battery of Language Competence" was significantly correlated with simultaneous and successive processing.
Stepwise multiple regression tests revealed the predictive power for language competence in the following order: language relation, vocabulary memory, memory span, and picture reasoning. In terms of PASS processing, successive processing had the strongest predictive power, followed by simultaneous processing.
Limits of the research and its implications for educational administration,instruction and future research were discussed.