The purpose of this study is to develope Korean PASS Reading Enhancement Program(K-PREP) adapted from Das\' PREP(1999) and to confirm the effect of K-PREP on the cognitive functions and the reading skills of culturally deprived children. Sixteen tasks in Das\' PREP were analyzed, and through estimating fitness of them to Korean language and integrating their similarity, eight tasks were selected and composed for K-PREP.
Subjects: Thirteen 3-6 grade children were selected to confirm the effects of K-PREP, who were culturally deprived and attended at After-Sclool Program of Choongnam Education Research Center.
Instruments: To assess cognitive functions of them, two simultaneous tests and two successive tests were used among 「Comprehensive Cognitive Function Batteries(CCFB)」(Moon et al., 2007) which was adapted from Cognitive Assessment System(Naglieri and Das, 1997). To assess reading skills, Word Reading Test was used, which is composed of meaningful(word recognition) and meaningless words(word attack).
Procedures: The tasks of K-PREP were treated for seven weeks from April to May, 2008. Simultaneous/successive processes were assessed before and after the treatment of K-PREP. Word Reading Tests were assessed in each week. To confirm the effects of K-PREP on the cognitive function, paired t-test was used between pre- and post- test scores. To confirm the effects of K-PREP on the reading skills, paired t-test was used among the mean scores of every other session.
3. Results and Discussion
It was revealed that the effects of K-PREP on the enhancement in simultaneous (t=-3.09, p<.01) and successive(t=-.763, p<.001) is significant, especially in successive processes, and the effects of that on the enhancement in word reading is significant in meaningful word tests(5 among 15 paired) and especially in meaningless word tests(9 among 15 paired). It was discussed that some prospective studies are necessary for the application of the Korean PREP to various population.
PREP, K-PREP, Cognitive Function, Simultaneous / Successive Process, Reading Skill, Word Reading