Efficacy of a cognitive reading remediation program for at-risk children in grade 1.

Abstract

Fifty-eight Grade 1 children experiencing reading difficulties were divided into two matched remediation groups: PREP (PASS Reading Enhancement Program) (see Das & Kendrick, 1997) and Meaning-Based Reading intervention. Both groups received remediation twice a week for 20 min over a 9-week period. Participants' reading level was assessed pre- and post-intervention using Word Identification (WI) and Word Attack (WA) tests. Repeated measures ANOVAs showed a significant main effect of Testing Time for both WI and WA. For WA, the Testing Time by Remediation Group interaction was also significant; the PREP group gained more than the meaning-based group in terms of decoding skills. Next, the performance of High-Gainers and No-Gainers in both groups was compared on several cognitive processing tasks. Results indicated that High-Gainers in the PREP group were characterized by a somewhat higher level of successive processing, phonological processing, and word recognition skills at the beginning of the program. In contrast, High-Gainers in the meaning-based program were characterized by a higher level of planning, phonological processing, and visual memory. Implications for education and future directions for research on remediation are also presented.