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An Experiment on Cognitive Remediation of Word-Reading Difficulty

J. P. Das PhD is a research professor at the Developmental Disabilities Centre and a professor of educational psychology at the University of Alberta. His research interests are in cognitive processes, learning disabilities and mental relatation.

Rama K. Mishra

Rama K. Mishra, PhD in educational psychology from the University of Alberta. He is currently a psychologist at the Regional Hospital, Medicine Hat, Alberta, Canada.

Judith E. Pool

Judith E. Pool obtained her MEd degree in educational psychology from the University of Alberta in 1994. She is currently working as a reading specialist in private practice in Edmonton, Alberta. Her practice includes diagnostic reading assessment, reading intervention including PREP, and family literacy programs. Address: J. P. Das, Developmental Disabilities Centre, 6--123D Education North, University of Alberta, Edmonton, Alberta, Canada T6C 2G5.

Cognitive remediation of decoding deficit was attempted by following a theoretically based program. The theory identifies four major cognitive processes: Planning, Attention, Simultaneous, and Successive (PASS) processing. The PASS Remedial Program (PREP) provides 10 structured tasks that are aimed at developing internalized strategies for mainly successive processes (6 tasks) and simultaneous processes (4 tasks); deficits in either of the two may lead to poor decoding. Through its "global process" training and curriculum-related "bridging" training, PREP facilitates application of internalized strategies arrived at inductively for learning word decoding and spelling; it does not provide direct teaching of rules or exercises. To test the efficacy of PREP, we divided 51 children with decoding difficulties in Grade 4 into two groups: PREP (both global and bridging) and no treatment. In the second part of the study, children from the no-treatment group received either the global or the bridging part of PREP. The relative efficacy of training was tested by pre- and posttests of performance on a standard word-decoding test (the WRMT-R), as well as on some cognitive tests (e.g., the CAS). The largest improvement in word decoding occurred for the PREP combined global and bridging treatment. The mechanism through which PREP improves word reading is discussed, as is the use of PREP for children at risk of developing dyslexia.

Journal of Learning Disabilities, Vol. 28, No. 2, 66-79 (1995)
DOI: 10.1177/002221949502800201


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