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OPEN EDUCATION AND READING COMPREHENSION OF HIGH‐ABILITY AND LOW‐ABILITY ELEMENTARY SCHOOL PUPILS
Author(s) -
ESHEL YOHANAN,
WAINRYB CECILIA,
SHACHAR HANA
Publication year - 1987
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/j.2044-8279.1987.tb03150.x
Subject(s) - reading comprehension , psychology , comprehension , inference , mathematics education , cognition , reading (process) , primary education , open education , developmental psychology , pedagogy , computer science , linguistics , philosophy , artificial intelligence , neuroscience , programming language
S ummary . Effects of open education on reading comprehension assignments involving both high inference and low inference items were assessed. Seven hundred and thirty‐three primary school children stratified by instructional methods, grade levels, and cognitive ability participated in the study. Open education pupils of both higher and lower IQ levels manifested higher performance than students of traditional classes on all four reading comprehension subtests employed. Differences between instructional methods were more pronounced, the higher the level of inference required. However, no cumulative effects of more prolonged exposure to open education were found. The results are discussed in terms of implementation of open education methods.