In the present study, a Japanese version of the PASS Reading Enhancement Program (PREP) was prepared and administered on a pilot basis to 11 1st- to 7th-grade children with reading difficulties, in order to examine its effectiveness. Word reading, reading ability, and cognitive functioning were tested before and after a 6- to 12-month remediation period. Nonparametric analyses and changes in individual scores indicated improvement in word reading, word identification, and successive processing on the cognitive scale. These results suggest that PREP remediation may lead to improvement of word-reading-related skills, as has been previously reported. This remediation may be based on the enhancement of cognitive functioning accomplished through the remediation. Furthermore, a case observation suggested that these changes might be accompanied by increased variation in and appropriateness of use of strategies for reading.