PREP and Current Educational Theory
Cognitive process-based training, such as PREP, has gained widespread academic credibility as an example of applied cognitive psychology. In this context, a new textbook by Ashman and Conway (1997) makes a significant contribution to educational theory.
A number of process-based training programs are now available to remedial teachers. Unlike PREP, however, many of these have not been tested in controlled experiments, nor has their effectiveness been clearly linked to a theory. Schools, teachers, and parents should be careful to select a program based on a clear and consistent theory, whose effectiveness has been validated by independent scientific studies.
PREP in the Classroom
PREP is meant to complement, not replace, regular classroom instruction. It is primarily not designed for large classroom application. It is one of the best programs available for hard-to-teach poor readers in very small groups because
1. it aims at reducing the specific deficit in the child’s cognitive functions;
2. it can do that only when each child has the opportunity to develop his/her own strategies; and
3. it provides optimal conditions for adult-child interaction.
However, PREP, particularly with regard to its global tasks, can be used in large classroom-size groups for cognitive stimulation. This will promote the development of strategies that are fundamental for reading and thinking in kindergarten as well as primary school. It can also be helpful in providing the appropriate cognitive framework for children in homes and communities that lack a literate environment.
Das, Mishra, and Pool (1995) suggest that training in simultaneous and successive processing, for children in kindergarten to first grade who have not yet learned to read, may prevent the later development of reading difficulties. A Professor PREP Junior Series has been designed with simplified PREP tasks that can be used as cognitive enrichment activities for young children.
Review of the PASS Diagram
The PASS processing model has been discussed in previous chapters, particularly in Chapter 4. The PASS model diagram has been presented earlier (see Figure 4.2) for quick reference, as the examiner sets out to implement PREP.
We should remember when applying PREP training that poor reading can be a combination of all of the PASS components—input, PASS processing difficulties, inadequate knowledge base, and the requirements of output.
Input
Concurrent—together, all at once
Sequential—one after another
• Does the child prefer one to the other?
Processing
Arousal-Attention
• Is the person alert?
• Is the person motivated?
• Can you bring the task to be the focus of the person’s attention?
• Can the person resist distractions?
• Can you prevent external inhibition (reduce distracting factors in the environment)?
Coding
Simultaneous and Successive
• Which part of the task requires simultaneous processing? Which part requires successive processing?
• Can you detect the relative weakness of the person in one of the processes?
• Can you, then, modify the task to suit the person?
• Suppose it is an arithmetic problem—reading and comprehension are required—and the person is poor in simultaneous processing. How will you help?
Planning
Strategies for attending to, and coding information. Evaluation of feedback and thinking ahead.
• Can the person practise some parts of the task until these become automatic? This will reduce the load on planning.
• Everyday activities require judgments and decisions. Can you identify the critical parts, and check if the person does these automatically, and, if not, which parts need deliberate planning by the person?
Output
Motor Program for Output
• Does the task require a great deal of motor programming (handwriting)?
• Does the person need help? (“I understand I am asked to take down dictation, but I cannot hold the pencil properly and cannot write fast. What do I do?” It is a combination of simultaneous and successive aspects of the motor program.)
Execution of action Motor
• Can the person do the task physically? (Coordination and movement)
Speech
• Can the person articulate clearly in response to your tasks? (For example, “Tell me the words you just read.”)
Knowledge-base Experiential
• What part of the task requires mostly experiential knowledge?
• Can you assume that the person had the right opportunities for acquiring it? (Color of apples and oranges, shape of a baby-carriage, names of the pictures, such as jug, spout, bug, in a vocabulary and writing test.)
Formal
• Does the person have adequate training? (Knows all the letters of the alphabet; knows that English is read from left to right.)