Using Self-Assessment and Remediation to Raise Elementary School Student
Achievement in Reading Comprehension

Prathima Prakash; John Leddo

doi:10.46609/IJSSER.2025.v10i10.064

Title: Using Self-Assessment and Remediation to Raise Elementary School Student Achievement in Reading Comprehension
Authors: Prathima Prakash and John Leddo
Journal: International Journal of Social Science and Economic Research (IJSSER) ISSN: 2455-8834 Volume: 10 Issue: 10 Publication Date: October 2025 DOI: 10.46609/IJSSER.2025.v10i10.064
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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 Elementary School Student Achievement in Reading Comprehension." Int. j. of Social Science and Economic Research, vol. 10, no. 10, Oct. 2025, pp. 5532-5541, doi.org/10.46609/IJSSER.2025.v10i10.064. Accessed Oct. 2025. APA 6 Prakash, P., & Leddo, J. (2025, October). Using Self-Assessment and Remediation to Raise Elementary School Student Achievement in Reading Comprehension. Int. j. of Social Science and Economic Research, 10(10), 5532-5541. Retrieved from https://doi.org/10.46609/IJSSER.2025.v10i10.064 Chicago Prakash, Prathima, and John Leddo. "Using Self-Assessment and Remediation to Raise Elementary School Student Achievement in Reading Comprehension." Int. j. of Social Science and Economic Research 10, no. 10 (October 2025), 5532-5541. Accessed October, 2025. https://doi.org/10.46609/IJSSER.2025.v10i10.064.
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ABSTRACT: Cognitive Structure Analysis (CSA) is an educational framework that helps students identify and address knowledge gaps through self-assessment and targeted remediation. Prior studies have shown its effectiveness across disciplines, including calculus, chemistry, Spanish, reading comprehension, and probability theory. For example, CSA-trained high school chemistry students scored 15 points higher on post-tests than peers who rewatched videos without selfassessment (Ravi & Leddo, 2024). Similarly, CSA in Spanish instruction yielded a 25-point improvement (Nehra & Leddo, 2024), and reading comprehension studies showed experimental groups scoring 93% versus 69% for controls (Prakash & Leddo, 2025a). Middle school applications found that CSA plus remediation improved math scores by 18 points and science post-test scores increased from 77.5% to 98% (Leddo, Clark & Clark, 2025). In history, CSAtrained middle school students scored 91.5% compared to 65.5% for controls. Extending CSA to late elementary math, students learning percentages, decimals, and proportions completed a post-test with regular and harder proportional reasoning questions. For regular questions, the experimental group significantly outperformed controls (Mean = 10 vs. 8.38, t(24) = 2.50, p = .02), suggesting meaningful gains. In this study, elementary students were introduced to CSA through short reading comprehension lessons on topics such as Women’s History Month and National Parks. Students in the experimental group completed a CSA-style self-assessment that helped them reflect on what they understood and what they missed, followed by brief remediation activities. The control group read the same passages and answered comprehension questions without self-assessment or remediation. Each passage contained ten comprehension questions measuring recall, inference, and reasoning. On average, the CSA-trained group scored 20.5 percentage points higher than the control group, indicating that CSA combined with targeted remediation can significantly enhance elementary students’ reading comprehension abilities, even at early grade levels.

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