ERIC Number: ED025314
Record Type: RIE
Publication Date: 1968-Aug
Reference Count: 0
Comparative Effectiveness of Echoic and Modeling Procedures in Language Instruction With Culturally Disadvantaged Children.
Stern, Carolyn; Keislar, Evan
In an attempt to explore a systematic approach to language expansion and improved sentence structure, echoic and modeling procedures for language instruction were compared. Four hypotheses were formulated: (1) children who use modeling procedures will produce better structured sentences than children who use echoic prompting, (2) both echoic and modeling procedures will be more effective in verbal behavior than listening to stories and remaining silent, (3) all three procedure will be more effective than those of the control group, who receive no special instruction, and (4) girls will be superior to boys in parallel sentence production. Forty-eight Head Start children, divided into four groups, were randomly assigned to one of the following treatments: echoic prompting (children listened to and echoed each sentence in every lesson); parallel prompting (children listened to a sentence for the first picture and, using this as a model, produced the sentence for the second picture); listening only (no overt response); and control (pretests and posttests with no special instruction). The results supported only the first hypothesis significantly. Evidence shows, however, that children who listen to, echo or model well formed sentences have a facility to produce appropriate sentences when compared to children who are not so exposed. (JS)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Economic Opportunity, Washington, DC.
Authoring Institution: California Univ., Los Angeles.
Note: Paper presented at the annual meeting of the American Psychological Association, San Francisco, Calif., August, 1968.