Abstract
Feuerstein's Instrumental Enrichment (IE) program has been widely used for teaching learning strategies to socially disadvantaged, learning disabled and educationally deprived minority children. The present study focused on the question of mastery of IE tasks by new immigrant children from Ethiopia. The level of spontaneous correct solutions of IE tasks was evaluated. The IE task performance of the new immigrant students was compared to that of the veteran Israelis. The difference in performance between younger and older immigrant students is discussed and educational implications are drawn.
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