IJSSER

Title: Using Self-Assessment and Remediation to Raise Student Achievement in Reading Comprehension
Authors: Prathima Prakash and John Leddo
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Prathima Prakash and John Leddo MyEdMaster, LLC Virginia, USA
MLA 8 Prakash, Prathima, and John Leddo. "Using Self-Assessment and Remediation to Raise Student Achievement in Reading Comprehension." Int. j. of Social Science and Economic Research, vol. 10, no. 1, Jan. 2025, pp. 277-286, doi.org/10.46609/IJSSER.2025.v10i01.015. Accessed Jan. 2025. APA 6 Prakash, P., & Leddo, J. (2025, January). Using Self-Assessment and Remediation to Raise Student Achievement in Reading Comprehension. Int. j. of Social Science and Economic Research, 10(1), 277-286. Retrieved from https://doi.org/10.46609/IJSSER.2025.v10i01.015 Chicago Prakash, Prathima, and John Leddo. "Using Self-Assessment and Remediation to Raise Student Achievement in Reading Comprehension." Int. j. of Social Science and Economic Research 10, no. 1 (January 2025), 277-286. Accessed January, 2025. https://doi.org/10.46609/IJSSER.2025.v10i01.015.
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ABSTRACT: Cognitive Structure Analysis (CSA) is an educational framework designed to help students identify and address knowledge deficits through self-assessment, enabling them to remediate gaps in understanding. Previous studies have demonstrated the effectiveness of CSA in various academic disciplines, including calculus (Cynkin and Leddo, 2023) and chemistry (Dandemraju, Dandemraju, and Leddo, 2024). These studies, however, primarily focused on the identification of knowledge gaps rather than their remediation. As accurate assessment does not inherently address deficiencies, later studies began to investigate CSA’s role in addressing the gap. Ravi and Leddo (2024) conducted a study in which students learned an advanced chemistry topic by watching a video. Half of the students rewatched to reinforce their understanding, while the other half were trained to use CSA to self-assess their knowledge and then rewatched the video specifically to remediate assessed knowledge gaps. The CSA-trained group outperformed the control group by 15 points (1.5 letter grades) on a post-test. Similarly, Nehra and Leddo (2024) replicated this approach in Spanish instruction, finding that CSA-trained students scored an average of 25 percentage points (2.5 letter grades) higher than those who simply reread the material without self assessing. This study builds on the findings of Ravi and Leddo (2024) and Nehra and Leddo (2024) by investigating CSA’s applicability to reading comprehension, a foundational skill across subjects. 20 high school students participated in the study, focusing on Shirley Jackson’s The Lottery. Half of the students were trained to use CSA to self-assess their understanding and develop knowledge gaps, while the control group reviewed the material without CSA training. Post-test results displayed that the CSA-trained group scored an average of 93%, outperforming the control group’s 69%, suggesting that CSA is effective in developing reading comprehension by enabling students to identify and resolve gaps in understanding. Additionally, it highlights CSA’s potential to reduce reliance on teacher intervention by promoting self-directed learning. The study further discusses broader educational practices that could potentially incorporate CSA for independent and comparative academic growth.

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