NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ775537
Record Type: Journal
Publication Date: 2007
Pages: 15
Abstractor: Author
Reference Count: N/A
ISSN: ISSN-0022-2194
Innovative Programs for Improvement in Reading through Cognitive Enhancement: A Remediation Study of Canadian First Nations Children
Hayward, Denyse; Das, J. P.; Janzen, Troy
Journal of Learning Disabilities, v40 n5 p443-457 Sep-Oct 2007
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.
PRO-ED, Inc. 8700 Shoal Creek Boulevard, Austin, TX 78757-6897. Tel: 800-897-3202; Fax: 800-397-7633; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada