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Krywaniuk, L. W.; Das, J. P. – Alberta Journal of Educational Research, 1976
Forty Canadian Indian children in grades three and four were divided into two groups and given a minimum and a maximum remediation program to improve their sequential learning processes. The maximum program resulted in significant improvement in sequential tasks such as auditory and visual memory and reading tests. (JC)
Descriptors: American Indians, Canada Natives, Cognitive Development, Comparative Analysis