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ERIC Number: ED248959
Record Type: RIE
Publication Date: 1984-Apr
Pages: 36
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Longitudinal Effects of Early-Age Intervention on Family Behavior: Understanding the Role of Social Class and Ethnicity on Adolescent Scholastic Achievement.
Portes, Pedro R.
As part of long term research on the effects of a small, yet intensive, early-age intervention, this study examined the family communication style of 54 mother-child dyads and the scholastic perfomance of the target children. The 19 experimental dyads were of low socioeconomic status and had participated in Project Know How. In this project, children attended a DARCEE program 4 hours a day, 5 days a week, for 2 years and were stimulated by trained staff through verbalization and concept development activities. Their mothers were trained in health, nutrition, and child development skills and were subsequently hired to work in the project. The experimental dyads were compared 10 years later with control dyads of both low and middle socioeconomic status. The communication style of families was assessed through the analysis of parent-child behaviors observed during a semistructured home interview involving the resolution of common parent-child problems. Communication style was found to be a strong predictor of student performance. Early-age intervention was not found to improve student performance as measured by the California Test of Basic Skills, although it was found to develop a more active and participatory communication style. These results were considered in terms of effects on scholastic achievement usually associated with social class and ethnicity, and in terms of current theories about the primacy of linguistic knowledge in cognitive development. (Author/CB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Communication Strategies; Dyadic Interaction Analysis; Project Know How
Note: Paper presented at the Annual Meeting of the American Educational Research Association (68th, New Orleans, LA, April 23-27, 1984).