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

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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
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED036338
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  Label: Title
  Group: Ti
  Data: A Longitudinal Study of Disadvantaged Children Who Participated in Three Different Preschool Programs.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Karnes%2C+Merle+B%2E%22">Karnes, Merle B.</searchLink><br /><searchLink fieldCode="AR" term="%22Illinois+Univ%2E%2C+Urbana%2E+Inst%2E+of+Research+for+Exceptional+Children%2E%22">Illinois Univ., Urbana. Inst. of Research for Exceptional Children.</searchLink>
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 26
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1968
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Office of Education (DHEW), Washington, DC. Bureau of Research.
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Compensatory+Education%22">Compensatory Education</searchLink><br /><searchLink fieldCode="DE" term="%22Conventional+Instruction%22">Conventional Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Acquisition%22">Language Acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Evaluation%22">Program Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Speech+Communication%22">Speech Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Verbal+Communication%22">Verbal Communication</searchLink>
– Name: SubjectThesaurus
  Label: Assessment and Survey Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22Frostig+Developmental+Test+of+Visual+Perception%22">Frostig Developmental Test of Visual Perception</searchLink><br /><searchLink fieldCode="SU" term="%22Illinois+Test+of+Psycholinguistic+Abilities%22">Illinois Test of Psycholinguistic Abilities</searchLink><br /><searchLink fieldCode="SU" term="%22Stanford+Binet+Intelligence+Scale%22">Stanford Binet Intelligence Scale</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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)
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 1970
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED036338
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED036338
RecordInfo BibRecord:
  BibEntity:
    PhysicalDescription:
      Pagination:
        PageCount: 26
    Subjects:
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Compensatory Education
        Type: general
      – SubjectFull: Conventional Instruction
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Language Acquisition
        Type: general
      – SubjectFull: Longitudinal Studies
        Type: general
      – SubjectFull: Preschool Education
        Type: general
      – SubjectFull: Program Evaluation
        Type: general
      – SubjectFull: Speech Communication
        Type: general
      – SubjectFull: Verbal Communication
        Type: general
      – SubjectFull: Frostig Developmental Test of Visual Perception
        Type: general
      – SubjectFull: Illinois Test of Psycholinguistic Abilities
        Type: general
      – SubjectFull: Stanford Binet Intelligence Scale
        Type: general
    Titles:
      – TitleFull: A Longitudinal Study of Disadvantaged Children Who Participated in Three Different Preschool Programs.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Illinois Univ., Urbana. Inst. of Research for Exceptional Children.
      – PersonEntity:
          Name:
            NameFull: Karnes, Merle B.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 1968
ResultId 1