Remediating reading comprehension difficulties: a cognitive processing approach

Shamita Mahapatra; J. P. Das; Holly Stack-Cutler; Rauno Parrila

doi:10.1080/02702710903054915

Remediating reading comprehension difficulties: a cognitive processing approach

Shamita Mahapatra, J. P. Das, Holly Stack-Cutler^*, Rauno Parrila

^*Corresponding author for this work

Research output: Contribution to journal › Article › peer-review

33 Citations (Scopus)

Abstract

The efficacy of a cognitive-based remediation program was investigated with 14 English-as-a-second-language (ESL) poor readers in Grade 4 who had significant difficulty in comprehension and 14 normal ESL readers in Grade 4 who received no remediation. Both groups were selected from 2 English-medium schools in India. We examined pretest-to-posttest changes in word reading, comprehension, and planning-attention-simultaneous-successive cognitive processes. Analyses of variance (ANOVAs) showed marked improvement in comprehension and some improvement in simultaneous processing for the treated group. The results indicate that the cognitive-based remediation program has potential for substantially improving comprehension and its underlying cognitive process among ESL children.

Original language	English
Pages (from-to)	428-453
Number of pages	26
Journal	Reading Psychology
Volume	31
Issue number	5
DOIs	https://doi.org/10.1080/02702710903054915
Publication status	Published - 4 Oct 2010
Externally published	Yes

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title = "Remediating reading comprehension difficulties: a cognitive processing approach",

abstract = "The efficacy of a cognitive-based remediation program was investigated with 14 English-as-a-second-language (ESL) poor readers in Grade 4 who had significant difficulty in comprehension and 14 normal ESL readers in Grade 4 who received no remediation. Both groups were selected from 2 English-medium schools in India. We examined pretest-to-posttest changes in word reading, comprehension, and planning-attention-simultaneous-successive cognitive processes. Analyses of variance (ANOVAs) showed marked improvement in comprehension and some improvement in simultaneous processing for the treated group. The results indicate that the cognitive-based remediation program has potential for substantially improving comprehension and its underlying cognitive process among ESL children.",

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AB - The efficacy of a cognitive-based remediation program was investigated with 14 English-as-a-second-language (ESL) poor readers in Grade 4 who had significant difficulty in comprehension and 14 normal ESL readers in Grade 4 who received no remediation. Both groups were selected from 2 English-medium schools in India. We examined pretest-to-posttest changes in word reading, comprehension, and planning-attention-simultaneous-successive cognitive processes. Analyses of variance (ANOVAs) showed marked improvement in comprehension and some improvement in simultaneous processing for the treated group. The results indicate that the cognitive-based remediation program has potential for substantially improving comprehension and its underlying cognitive process among ESL children.

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Remediating reading comprehension difficulties: a cognitive processing approach

Abstract

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