ERIC Number: ED407667
Record Type: RIE
Publication Date: 1996-Aug-12
Cognitive Profiles and Early Reading Remediation of At-Risk Elementary School Students.
Parrila, R. K.; Das, J. P.
Sixty-one grade 1 students experiencing early reading difficulties received either a cognitive remediation program (PREP; PASS Remediation Program) designed to facilitate successive and simultaneous processing skills, or a meaning-based language enrichment program designed to provide children with meaningful experiences in reading. Repeated measures analysis of variance showed that both groups improved their word recognition and decoding skills. Moreover, "time by group" interaction was significant for the word decoding task, indicating that the PREP group gained significantly more than the meaning-based group. Cluster analysis with planning, attention, simultaneous processing, successive processing, and phonological coding tasks as independent variables indicated that three distinct subgroups of children with early reading difficulties could be identified. The first group performed below the control group level on all tasks. The second group performed at or near control group level on most cognitive tasks and on both phonological coding tasks. The third group performed significantly poorer than the comparison group an all successive processing and phonological coding tasks, but not on planning, attention, or simultaneous processing tasks. Cognitive profile remediation interaction indicated that children who benefited most from remediation had higher preintervention scores on several cognitive tasks than children who did not benefit from remediation. (Contains two tables and one figure of data.) (Author/RS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Psychological Association (104th, Toronto, Ontario, Canada, August 11-15, 1996).