This study examines PREP, a new program of reading enhancement for children with learning disability, in terms of cognitive process approach, construction principle, practice tasks & task practice method, and prior study review. The investigation has indicated that PREP is a program to enhance one\'s reading skill by increasing simultaneous and continuous processing skill, an information processing strategy which is a foundation of reading, not by teaching word reading directly. Also, the appropriateness of PREP has been proved in that PASS intelligence theory, a base of PREP, includes a planning skill as an higher cognitive process and cognitive skill includes paying attention, one of nonintelligent elements. The review of PREP regarding the constructive principle and prior study has revealed that reading problems in lots of the disabled may alter reading skill depending on cognitive process element, which is proposed in PASS model. This study suggests that further experimental studies be required to investigate the effect of cognitive process practices of PREP on teaching reading to children with learning disability.
Key words : PASS intelligence theory, cognitive process practices, reading skill, children with learning disability, PREP(PASS Reading Enhancement Program) Daegu University