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 |
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Pages (from-to) | 428-453 |
Number of pages | 26 |
Journal | Reading Psychology |
Volume | 31 |
Issue number | 5 |
DOIs | |
Publication status | Published - 4 Oct 2010 |
Externally published | Yes |