Cognitive learning in younger and older immigrant students

Feuerstein's Instrumental Enrichment (IE) program has been widely used for teaching learning strategies to socially disadvantaged, learning disabled a nd educationally deprived minority children. The present study focused on t he 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 t he veteran Israelis. The difference in performance between younger and olde r immigrant students is discussed and educational implications are drawn.