Month: July 2017

Dyslexia: How does Reading Readiness Work? – A Taste of COGENT

COGENT is a cognitive and reading stimulation program. The program should benefit cognitive development, typically of developing children as well as children with special needs, such as those with limited exposure to literacy, mild developmental delay, language impairment, and children at risk for developing dyslexia and other learning difficulties. The program has been effective in skill-building, in preparation for reading in a clinical tutoring situation, as well as for small-group instruction. COGENT holds a great deal of promise as a remediation program for small classrooms.

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Dyslexia: COGENT Program Works – Early Evidence

Das, Hayward, Samantaray, and Panda (2006) Study

This study, done in 2006, was the first pilot investigation of COGENT (Cognitive Enhancement Training). It was essentially a demonstration of the possibilities of the COGENT program when applied to a significantly disadvantaged group of children. Admittedly, we did not meet rigorous scientific criteria; however, the study gave us an opportunity to illustrate the appropriateness and efficacy of the program.

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Dyslexia: How does Reading Readiness Work? – A Taste of COGENT

COGENT is a cognitive and reading stimulation program. The program should benefit cognitive development, typically of developing children as well as children with special needs, such as those with limited exposure to literacy, mild developmental delay, language impairment, and children at risk for developing dyslexia and other learning difficulties. The program has been effective in skill-building, in preparation for reading in a clinical tutoring situation, as well as for small-group instruction. COGENT holds a great deal of promise as a remediation program for small classrooms.

Continue reading Dyslexia: How does Reading Readiness Work? – A Taste of COGENT

Dyslexia: PREP – A Remediation Program Based on PASS

The PASS Reading Enhancement Program (PREP) is a remedial program for primary school-aged children who are experiencing difficulties with reading, spelling, and comprehension. It is based on the PASS theory of intelligence and should be understood within the framework provided by the PASS theory.

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Dyslexia: How Different is PREP from Phonetics Instruction?

Every child tries to learn to read in the first year in school. Indeed, it is no surprise that a few do not, or cannot, leam from instruction in reading. We are surprised that almost all children learn to read in the first year. There are many conditions that help children to read—instruction and some kind of blueprint in the child’s brain are the two most important conditions that help the child. But when children fail to leam how to read, remediation becomes necessary. As said before, remediation begins when instruction fails.

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Dyslexia: How does the PASS Model Apply to Reading Skills?

Kirby and Williams (1991) argue that the cognitive processing associated with reading passes through eight distinct and increasingly complex levels of abstractions: (a) features (components of letters), (b) letters, (c) sound or syllable units, (d) words, (e) phrases, (f) ideas, (g) main ideas, and (h) themes. At each level, items of information are recognized (simultaneous processing) and ordered (successive processing). In other words, both simultaneous and successive processing are required at each level.

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Dyslexia: Arithmetic Disability

Many children who are dyslexic also experience difficulties in arithmetic. This is partly because they struggle to read the arithmetic questions. In addition, however, some of them have comprehension problems, that is, even when the problem is read out to them, they cannot understand it. This indicates a deficit in simultaneous processing, the same cognitive process that is involved in word comprehension.

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