We base our approach to academic assessment and skill improvement on cognitive theories of academic performance. These theories suggest that a complex cognitive skill such as reading or math problem solving can be broken into "subskills" that must be performed accurately and rapidly in order to accomplish the complex skill.
So for example, skilled reading is dependent on being able to identify letters, words, and the meaning of words rapidly and accurately. Word meanings are then used to construct interpretations of larger text segments such as clauses, sentences, and paragraphs.
In the skilled reader, activities below the comprehension level must be performed "automatically" and without conscious thought. This means that skilled readers are not aware that letters and words are being identified and that the meaning of words are being brought to conscious awareness.
Many students having academic difficulties are unable to effortlessly identify letters, numbers, and words. They also often have difficulty in determining what words mean and in performing relatively simple math tasks such as addition, subtraction, multiplication and division.
Our efforts are directed toward first identifying the simple skills that may be blocking further educational progress, and to then strengthen those weak skills, thereby removing one barrier to academic achievement.
To schedule a LATAS appointment Call (413) 545-0693.
If you are a researcher or an educator who is interested in further information about CAAS™ we encourage you to download a trial version of the Researchers Cognitive Aptitude Assessment Software.