Abstract
This study reports data form evaluation study of the Instrumental Enrichment program in the context of Czech primary school. It was designed to prove positive effect of IE training on cognitive abilities and school attainment of culturally (Romi children) and socially (Czech low social economic status background) disadvantaged children.
We were interested in differences between experimental (N=9) and control (N=9) groups in the performance on assessment battery before and after intervention (quantitative analyses: nonparametric Man Whitney test) and also in changes at the level of behaviour and general problem solving strategies that happened as a result of intervention (qualitative analyses ) Assessment battery consisted of measures of cognitive abilities and IQ, school attainment tests and measures of self-esteem. Analyses revealed significant differences in performance on reading fluency test in favour of experimental group, and improvements on some cognitive abilities tests too.
Positive effect of