Improving Phonological Awareness, Phonological Memory and Rapid Naming In Children with Dyslexia:The Efficacy of Cognitive Remediation Programs

Abstract

The present study was an attempt to improve reading skills in dyslexic children by using
cognitive remediation programs. This study had utilized quantitative technique for data collection.
The present study had adopted one-group pre-test post-test research design. 147 children were
purposively selected from three schools of Cuttack district in Odisha. Out of 147 children 14
children were identified as children having dyslexia. Children identified with dyslexia belong to
class-V and were within the age bracket of 10-11 years. Subtests of 'Test of Word Reading
Efficiency', 'Comprehensive Test of Phonological Processing' tests were used to identify children
having dyslexia. The results of the study revealed that the difference between pre-test and post-test
reading skills scores of phonological awareness, phonological memory and rapid naming found to
be statistically significant. The dyslexic children performed better in the post-test measures of these
tests afterreceiving cognitive remediation programs.