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“Closing the Gap?” Implementing a classroom-based reading remediation program with Canadian First Nations children who have experienced reading failure for 2-3 years. |
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Denyse Hayward - University of Alberta
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J.P. Das - University of Alberta
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Troy Janzen - Taylor University
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| SRCLD Year: |
2006 |
| Presentation Type: |
Poster Presentation |
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(na) |
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| - Cognition/Language |
| - Literacy |
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The central objective of our study was to evaluate the efficacy of a cognitive-based, classroom-administered reading remediation program; COGENT. Canadian Aboriginal Grade 3 students (N=34) were divided into an experimental group (n=11) and no-risk control group (n=23). Following 30 hours of COGENT instruction, results showed the experimental group made significantly greater gains in all reading measures (ID, Attack, Comprehension) than the no risk control. Further, the experimental group exceeded the standard score improvement per hours of instruction benchmarks suggested by Torgesen (2002) following COGENT. The merits of such a remedial program are discussed in the context of this unique population.
Funded by the Social Sciences and Humanities Research Council of Canada. |
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