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Abstract
The efficacy of a cognitive-based remediation program was investigated with 14 English-as-a-second-language (ESL) poor readers in Grade 4 who had significant difficulty in comprehension and 14 normal ESL readers in Grade 4 who received no remediation. Both groups were selected from 2 English-medium schools in India. We examined pretest-to-posttest changes in word reading, comprehension, and planning–attention–simultaneous–successive cognitive processes. Analyses of variance (ANOVAs) showed marked improvement in comprehension and some improvement in simultaneous processing for the treated group. The results indicate that the cognitive-based remediation program has potential for substantially improving comprehension and its underlying cognitive process among ESL children.