View in EDS

A Longitudinal Study of Disadvantaged Children Who Participated in Three Different Preschool Programs.

Saved in:
Bibliographic Details
Title: A Longitudinal Study of Disadvantaged Children Who Participated in Three Different Preschool Programs.
Authors: Karnes, Merle B., Illinois Univ., Urbana. Inst. of Research for Exceptional Children.
Peer Reviewed: N
Page Count: 26
Publication Date: 1968
Sponsoring Agency: Office of Education (DHEW), Washington, DC. Bureau of Research.
Descriptors: Academic Achievement, Comparative Analysis, Compensatory Education, Conventional Instruction, Intervention, Language Acquisition, Longitudinal Studies, Preschool Education, Program Evaluation, Speech Communication, Verbal Communication
Assessment and Survey Identifiers: Frostig Developmental Test of Visual Perception, Illinois Test of Psycholinguistic Abilities, Stanford Binet Intelligence Scale
Abstract: This 3-year study made a longitudinal comparison of three types of preschool intervention programs. The Traditional approach (two classes of 15 students and three teachers each) worked in conventional ways to improve personal, social, motor and general language development; children were placed in a regular public school kindergarten the following year. The Ameliorative approach (two classes of 15 students and three teachers each) emphasized language development through small group lessons using verbalizations and concrete manipulation. The next year children entered regular kindergarten but continued additional 1-hour-a-day supportive work. The Direct Verbal approach (one class) utilized intensive oral drill in verbal and logical patterns and minimized visual and manipulative materials, continuing this approach the following year. During the preschool year, children in the Ameliorative and Direct Verbal approaches both made more progress than the Traditional group. During the kindergarten year, only the Direct Verbal approach showed continued progress. At the end of the third year, the losses experienced by the Direct Verbal and Ameliorative groups resulted in nondifferentiated performance in intellectual and language functioning among the three groups. Ameliorative and Direct Verbal groups were superior to the Traditional in school achievement. (MH)
Entry Date: 1970
Accession Number: ED036338
Database: ERIC
Description
Abstract:This 3-year study made a longitudinal comparison of three types of preschool intervention programs. The Traditional approach (two classes of 15 students and three teachers each) worked in conventional ways to improve personal, social, motor and general language development; children were placed in a regular public school kindergarten the following year. The Ameliorative approach (two classes of 15 students and three teachers each) emphasized language development through small group lessons using verbalizations and concrete manipulation. The next year children entered regular kindergarten but continued additional 1-hour-a-day supportive work. The Direct Verbal approach (one class) utilized intensive oral drill in verbal and logical patterns and minimized visual and manipulative materials, continuing this approach the following year. During the preschool year, children in the Ameliorative and Direct Verbal approaches both made more progress than the Traditional group. During the kindergarten year, only the Direct Verbal approach showed continued progress. At the end of the third year, the losses experienced by the Direct Verbal and Ameliorative groups resulted in nondifferentiated performance in intellectual and language functioning among the three groups. Ameliorative and Direct Verbal groups were superior to the Traditional in school achievement. (MH)