COGNITIVE MODIFICATION IN STUDENTS WITH READING PROBLEMS AND ADHD-CT.

Abstract

In this exploratory study, the PASS Reading Enhancement Program (PREP) was implemented individually as a cognitive modification program on five Puerto Rican children between 7 and 9 years old with reading difficulties and Attention Deficit Disorder and Hyperactivity - Combined Type. The PREP is based on the Planning, Attention, Simultaneous and Successive processing (PASS) theory and its purpose is to improve reading achievement. Results suggest that cognitive modification was possible, even in children with attention and hyperactivity problems. There was improvement in successive processing, and its relationship with decoding skills was evidenced. The PREP also contributed to optimize children's performance in comprehension skills. The results of this study may improve the academic performance of students with these or similar characteristics and increase their overall academic achievement. This in turn may contribute to advance collaboration between researchers and educators to reduce the gap between scientific research and educational practices.