This study investigated the use of dynamic assessment techniques with academically superior children in an Israeli community of low socio economic status (SES). Conventional ability measures and Feuerstein's Learning Potential Assessment Device (LPAD) procedures were administered to 165 children achieving in the top 15% of their fourth to sixth grade classes (Group 1) and to their 876 classmates (Group 2). Results indicated that (a) on both conventional and dynamic measures, Group 1 was functioning at a level significantly superior to Group 2; (b) Group 1 did not achieve a superior mean score in relation to the norms of conventional ability measures; (c) the LPAD approach, however, yielded a superior mean score for this group in relation to the norms; (d) the LPAD Organiser task produced greater change for Group 1 than for Group 2. Findings suggest the value of the LPAD in identifying giftedness among, and providing a basis for the cognitive enrichment of low SES children, thus facilitating their inclusion in mainstream programmes for the gifted.
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© 1988 A B Academic Publishers Printed in Great Britain.