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ERIC Number: ED056826
Record Type: RIE
Publication Date: 1971-Apr
Pages: 19
Abstractor: N/A
Reference Count: 0
Early Intervention for the Disadvantaged: Does It Influence Reading Achievement?
Grotberg, Edith H.
Deprivation may take many forms: malnutrition, understimulation or overstimulation, limited language or social-emotional experiences, and others. The more extended the time of the deprivation, the greater the problem of amelioration. Research has shown that children who experienced deprivations do respond to early intervention and improve their performance. Intervention may take many forms and to some extent depends on the observed deprivation or assumed deficit. However, the outstanding intervention programs have in common clearly stated objectives, curricula consistent with objectives, high professional-paraprofessional ratio, individual instruction and attention, and parent involvement. Three exemplary programs are the Demonstration and Research Center for Early Children in Nashville, Tennessee; the Institute for Developmental Studies in New York; and Learning to Learn in Jacksonville, Florida. One persistent problem concerns the long-range impact of programs. In order to gain permanent results, we should (1) find ways to develop the children's intelligence instead of merely teaching them skills; (2) seek the help and cooperation of parents, as well as the involvement of the entire community; and (3) initiate follow-through programs to provide a continuity of good programs. (AW)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented at the meeting of the International Reading Association, Atlantic City, N.J., Apr. 19-23, 1971