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ERIC Number: ED178205
Record Type: RIE
Publication Date: 1979-Sep
Pages: 7
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Has the Construct "Intelligence" Determined Our Perception of Cognitive Hierarchy?
Fuller, Renee
The discovery that retarded children can learn to read with comprehension suggests a critique of current educational testing and teaching practices. IQ tests, consisting of segmental, out-of-context tasks, originally were based on turn-of-the-century educational techniques that emphasized rote and segmental learning. Currently, most IQ tests still present disconnected, segmental items and exclude in-context material. Recent experiments have shown that the Ball-Stick-Bird reading method, in which material to be learned is embedded in the context of stories, produces gains in reading ability among children with measured IQs as low as 20. These experiments have also shown that retarded subjects who learned to read stories with comprehension were subsequently able to follow written directions. Story comprehension may be a basic form of cognition which appears early in child development. Although it is recognized that adults invent stories to make sense of their emotions and to make their lives coherent, such story making behavior is not accorded much importance. Psychological and educational researchers have largely overlooked the importance of stories in cultures. This research suggests that embedding information in context may be crucial for cognitive development and may have implications for educational practice. (Author/RH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Ball Stick Bird Reading Method
Note: Paper presented at the Annual Meeting of the American Psychological Association (87th, New York, NY, September 1-5, 1979)