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A Program for Improving the Reading and Abstract Thinking of Culturally Disadvantaged Adolescents / טיפוח אינטלקטואלי של מתבגרים טעוני טיפוח באמצעות תרגול בפונקציות של חשיבה מופשטת ובהבנת הנקרא
הדרה לסר-כהן and HADARA LASSER-COHEN
Studies in Education / עיונים בחינוך
H. 43/44 (אדר תשמ"ו / מרץ 1986), pp. 305-315
Published by: University of Haifa / אוניברסיטת חיפה
Stable URL: http://www.jstor.org/stable/23393863
Page Count: 11
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This program attempts to strengthen adolescents' abstract thinking and their comprehension of written material. The program is based on a set of exercises for practicing cognitive operations: understanding principles, applying and making generalizations and distinctions, making analogies, drawing conclusions, raising hypotheses, seeing matters from various viewpoints, and making rational judgements and evaluations. The teacher, using these exercises, needs to strengthen his pupils' self-confidence, to insist on receiving verbal reasoning for the answers and to deal appropriately with the pupils' errors. Moreover, the teacher must present opportunities for thinking, similar to those offered by the exercises in the framework of various other subjects. Because of the strong mutuality between understanding texts and thinking, most of the exercises are connected with short texts from various fields. This emphasis on reading comprehension in coordination with cognitive activities increases the similarity of these exercises to tasks often demanded in school and in everyday life. The basic material of the exercies is arranged in three workbooks, accompanied by a teacher's manual, and includes 50 work units. These units were part of "Neta Project", Tel Aviv Universtiy. Some educational games and two additional sets of exercises developed by Youth Aliya are also offered by the program: 1) Preparatory worksheets designed for pupils who are particularly weak in reading comprehension. 2) A set of case studies for group discussions. Tests intended to examine the effectiveness of the program clearly show that reading comprehension and abstract thinking were significantly more advanced in pupils who participated in the program than in a control group of pupils.
Studies in Education / עיונים בחינוך © 1986 University of Haifa / אוניברסיטת חיפה