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The second group received COGENT for the first half of the year followed by a pull-out cognitive-based reading enhancement program (PREP). Children were assessed across phonological awareness, rapid naming, reading, and cognitive ability at the beginning of the year, midterm, and at the end of the school year. MANOVA results showed a significant interaction for reading measures, with students receiving classroom intervention over the school year making the greatest gains. Results are discussed in terms of group, remediation program, and individual participant improvements.<\/jats:p>","DOI":"10.1177\/00222194070400050801","type":"journal-article","created":{"date-parts":[[2007,12,14]],"date-time":"2007-12-14T00:52:20Z","timestamp":1197593540000},"page":"443-457","source":"Crossref","is-referenced-by-count":31,"title":["Innovative Programs for Improvement in Reading Through Cognitive Enhancement"],"prefix":"10.1177","volume":"40","author":[{"given":"Denyse","family":"Hayward","sequence":"first","affiliation":[{"name":"Faculty of Education, University of Alberta, Edmonton, AB, Canada, T5G 2E5,"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"J.P.","family":"Das","sequence":"additional","affiliation":[{"name":"University of Alberta"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Troy","family":"Janzen","sequence":"additional","affiliation":[{"name":"Taylor University College"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"179","published-online":{"date-parts":[[2007,9,1]]},"reference":[{"key":"atypb1","volume-title":"Beginning to read: Thinking and learning about print","author":"Adams, M.J.","year":"1990"},{"key":"atypb2","doi-asserted-by":"publisher","DOI":"10.3998\/mpub.7194"},{"key":"atypb3","doi-asserted-by":"publisher","DOI":"10.1177\/002221948401700508"},{"key":"atypb4","unstructured":"Brown, A.L. & Campione, J.C. 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