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Journal of Learning Disabilities
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Innovative Programs for Improvement in Reading Through Cognitive Enhancement

A Remediation Study of Canadian First Nations Children

Denyse Hayward

Faculty of Education, University of Alberta, Edmonton, AB, Canada, T5G 2E5, dhayward{at}worldgate.ca

J.P. Das

University of Alberta

Troy Janzen

Taylor University College

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.

Journal of Learning Disabilities, Vol. 40, No. 5, 443-457 (2007)
DOI: 10.1177/00222194070400050801
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Home page
 J Learn DisabilHome page
G. K. Georgiou, J.P. Das, and D. Hayward
Revisiting the "Simple View of Reading" in a Group of Children With Poor Reading Comprehension
J Learn Disabil, January 1, 2009; 42(1): 76 - 84.
[Abstract] [PDF]