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Social psychologists have documented that feeling good about ourselves and maintaining positive self-esteem is a powerful motivator of human behavior (Tavris & Aronson, 2008). In the United States, members of the predominant culture typically think very highly of themselves and view themselves as good people who are above average on many desirable traits (Ehrlinger, Gilovich, & Ross, 2005). Often, our behavior, attitudes, and beliefs are affected when we experience a threat to our...
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The population standard deviation is rarely known in many day-to-day examples of statistics. When the sample sizes are large, it is easy to estimate the population standard deviation using a confidence interval, which provides results close enough to the original value. However, statisticians ran into problems when the sample size was small. A small sample size caused inaccuracies in the confidence interval.
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Related Experiment Video

Updated: Jan 26, 2026

Using Brain Activation nir-HEG/Q-EEG and Execution Measures CPTs in a ADHD Assessment Protocol
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COGNITIVE MODIFICATION IN STUDENTS WITH READING PROBLEMS AND ADHD-CT.

Nilda G Medina1

  • 1Afiliada a la Universidad del Este, Carolina, Puerto Rico. nmedina18@suagm.edu.

Revista Puertorriquena De Psicologia
|April 10, 2019
PubMed
Summary

The PASS Reading Enhancement Program (PREP) improved reading skills in children with reading difficulties and ADHD. Cognitive modification was successful, enhancing both decoding and comprehension abilities.

Keywords:
Attention Deficit Hyperactivity Disordercognitive modificationreading problems

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Developmental Psychology

Background:

  • Children with reading difficulties often present with co-occurring Attention Deficit Disorder and Hyperactivity - Combined Type (ADHD-C).
  • Existing interventions may not adequately address the cognitive underpinnings of reading challenges in this population.
  • The Planning, Attention, Simultaneous and Successive (PASS) theory offers a framework for understanding cognitive processing in learning.

Purpose of the Study:

  • To investigate the efficacy of the PASS Reading Enhancement Program (PREP) as a cognitive modification intervention.
  • To assess the impact of PREP on reading achievement in children with reading difficulties and ADHD-C.
  • To explore the relationship between cognitive processing improvements and reading skill development.

Main Methods:

  • An exploratory study involving five Puerto Rican children aged 7-9 years with reading difficulties and ADHD-C.
  • Individual implementation of the PREP, a cognitive modification program based on PASS theory.
  • Assessment of changes in cognitive processing (successive processing) and reading skills (decoding, comprehension).

Main Results:

  • Cognitive modification was achieved, demonstrating that interventions can be effective even in children with attention and hyperactivity challenges.
  • Significant improvement was observed in successive processing skills, with a direct correlation to enhanced decoding abilities.
  • The PREP positively impacted children's performance in reading comprehension skills.

Conclusions:

  • The PREP shows promise as an intervention to improve academic performance in students with reading difficulties and ADHD-C.
  • Targeting cognitive processes, particularly successive processing, can lead to measurable gains in reading skills.
  • Findings support bridging the gap between scientific research and educational practices to benefit student achievement.