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Comparative Study

| Published: September 25, 2019

Remediating Reading Difficulty: A Cognitive Processing Approach

Babita Prusty

Research Scholar, Ph.D., Discipline of Psychology, School of Social Science, The Indira Gandhi National Open University (IGNOU), India Google Scholar More about the auther

, Smita Gupta

Senior Assistant Professor, Discipline of Psychology, School of Social Science, The Indira Gandhi National Open University (IGNOU), India Google Scholar More about the auther

, Vimala Veeraraghavan

Emeritus Professor, Discipline of Psychology, School of Social Science, The Indira Gandhi National Open University (IGNOU), India Google Scholar More about the auther

DIP: 18.01.028/20190703

DOI: 10.25215/0703.028

ABSTRACT

Reading difficulty is a major drawback for school going children as reading is a very important aspect of academics. The present study is an attempt to understand the efficacy of PASS (Planning, Attention, Simultaneous and Successive) Model based remedial intervention, which is purely a cognitive processing approach in reading difficulty. The review of literature suggest  while the simultaneous and successive processing measures could differentiate the good readers from the poor ones, the former group showed their superiority in terms of attention and planning  when the task features  was complex.  It was also found that there was a huge improvement in word decoding, phonological awareness, rapid naming, reading, and cognitive ability, where cognitive enhancement programmes was used. As per the   PASS model of intelligence, reading was found to be a strong determinant of successive processing, particularly at earlier grades, while reading comprehension depends primarily on simultaneous processing. Attention and Planning are found to be necessary for all levels of reading. The PASS Reading Enhancement Programme (PREP) is one of the interventions which has emerged from PASS theory of intelligence, helps remediate the word decoding and reading comprehension skills of children by improving the underlying cognitive processes. The efficacy of PREP has been proved not only in case of children who are the native speakers of English language, but also in those for whom English is the Second Language (ESL children.
Responding Author Information

Babita Prusty @ babitaprusty@gmail.com

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ISSN 2348-5396

ISSN 2349-3429

DIP: 18.01.028/20190703

DOI: 10.25215/0703.028

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Published in   Volume 07, Issue 3, July-September, 2019

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