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 journalArticle

23 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 languageEnglish
Pages (from-to)428-453
Number of pages26
JournalReading Psychology
Volume31
Issue number5
DOIs
Publication statusPublished - 4 Oct 2010
Externally publishedYes

Fingerprint Dive into the research topics of 'Remediating reading comprehension difficulties: a cognitive processing approach'. Together they form a unique fingerprint.

Cite this