The effect of cognitive intervention on academic achievement in children with reading disability

Pages: 1539-1542
Babita Prusty, Smita Gupta, and Veemala Veera Raghavan (Discipline of Psychology, School of Social Sciences, IGNOU, New Delhi)

The Present study is an attempt in the direction of evaluating the effectiveness of PASS (Planning, Attention, Simultaneous & Successive Processing) Model based cognitive intervention. PREP (Pass Reading Enhancement Programme), and COGENT (Cognitive Enhancement) are the two intervention programms of PASS Model. The present study has applied these two cognitive interventions on the children of class III to V, who were diagnosed as reading disabled. 20 sessions of both the types of intervention has been given to the children. Each session was of 1 hour session. Both group and individual session were given as per requirement. A pre-post research design was carried out. A significant improvement in academic achievement was found out after the successful completion of the intervention programme. Even individually in each class the effect was found to be significant. Thus the PREP and COGENT were found to be very effective cognitive enhancement programme in the sample of reading disabled children.