Innovative Programs for Improvement in Reading Through Cognitive Enhancement

• Published in: Journal of Learning Disabilities
• Main Authors: Hayward, Denyse, Das, J.P., Janzen, Troy
• Format: Article in Journal/Newspaper
• Language: English
• Published: SAGE Publications 2007
• Subjects: Canada; First Nations
• Online Access: http://dx.doi.org/10.1177/00222194070400050801; https://journals.sagepub.com/doi/pdf/10.1177/00222194070400050801

Forty-five Grade 3 students from a reservation school in Western Canada were divided into two remedial groups and a no-risk control group. One remedial group was given a classroom-administered cognitive enhancement program (COGENT) throughout the school year. The second group received COGENT for the first half of the year followed by a pull-out cognitive-based reading enhancement program (PREP). Children were assessed across phonological awareness, rapid naming, reading, and cognitive ability at the beginning of the year, midterm, and at the end of the school year. MANOVA results showed a significant interaction for reading measures, with students receiving classroom intervention over the school year making the greatest gains. Results are discussed in terms of group, remediation program, and individual participant improvements.