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ERIC Number: ED019346
Record Type: RIE
Publication Date: 1967
Pages: 4
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
COGNITIVE GAINS IN "DEPRIVED" CHILDREN THROUGH INDIVIDUAL TEACHING OF LANGUAGE FOR ABSTRACT THINKING.
BLANK, MARION
THE MOST DISABLING HANDICAP OF YOUNG CHILDREN FROM DEPRIVED SOCIOECONOMIC BACKGROUNDS IS THEIR DIFFICULTY IN USING LANGUAGE ABSTRACTLY. IN THIS STUDY, THEREFORE, IT WAS HYPOTHESIZED THAT IF AN EDUCATIONAL INTERVENTION PROGRAM WAS LIMITED TO THE DEVELOPMENT OF ABSTRACT LANGUAGE, THEN NOT ONLY LANGUAGE, BUT MANY OTHER ASPECTS OF THINKING WOULD BE FACILITATED. THE DESIGN OF THIS PROGRAM WAS BASED ON SEVERAL ASSUMPTIONS THAT REQUIRED (1) THAT THE INSTRUCTION BE BASED ON INDIVIDUAL TUTORING, (2) THAT EACH CHILD BE SEEN FOR SHORT DAILY SESSIONS, (3) THAT EVERY TASK SET FORTH BY A TEACHER BE COMPLETED, EVEN IF IT HAD TO BE SIMPLIFIED, AND (4) THAT THE PROGRAM BE MODIFIED TO FIT THE INDIVIDUAL NEEDS OF EACH CHILD. SUBJECTS WERE 12 PRESCHOOL DISADVANTAGED CHILDREN SELECTED FROM A NURSERY SCHOOL. THE CHILDREN WERE MATCHED FOR STANFORD-BINET AND LEITER IQ SCORES, AGE, AND SEX. ONE CONTROL GROUP OF SIX REMAINED IN THE TRADITIONAL NURSERY SCHOOL PROGRAM. ANOTHER CONTROL GROUP OF TWO RECEIVED INDIVIDUAL ATTENTION BUT NO TUTORING, WHILE AN EXPERIMENTAL GROUP OF FOUR RECEIVED DAILY PROGRAM TUTORING. RESULTS SHOWED A RAPID, MARKED GAIN IN IQ FOR THE EXPERIMENTAL GROUP. THIS SHORT-RANGE, SMALL-SAMPLE STUDY IS ONLY SUGGESTIVE OF THE POSSIBLE BENEFITS OF THIS APPROACH. (DK)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A