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Abstract

The article establishes that a paradigm shift has occurred in assessment of intellectual abilities that may change the practice of IQ testing in school psychology. It discusses a reconceptualization of intelligence in terms of four major cognitive processes, Planning, Arousal-Attention, Simultaneous, and Successive (PASS), which have their base in neuropsychology and cognitive psychology. This PASS model is utilized for understanding reading. Specific reading disability is then considered for remediation. A remedial program, PREP (PASS remedial program), is described. Its success in improving both deficient word-reading and its underlying cognitive processes are examined. The advantage of first obtaining a cognitive profile of children who experience reading difficulty and subsequently proceeding with a rationally derived remediation program is discussed.

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Neurocognitive Approach to Remediation: The PREP Model

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