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ERIC Number: ED023487
Record Type: Non-Journal
Publication Date: 1968-Jul
Pages: 88
Abstractor: N/A
Reference Count: N/A
The Effects of Assessment and Personalized Programming on Subsequent Intellectual Development of Prekindergarten and Kindergarten Children. Final Report of Phase II.
Coffman, Alice O.; Dunlap, James M.
This report is the second from a 3 1/2-year project. The prekindergarten research involved matched groups of children (91 experimental, 115 control), representative of the local population, whose developmental needs (motor, auditory, language, visual retention) were identified by a test battery. Half-day classes focused on specific need for 20 minutes daily. Activities were conducted within the framework of a well-balanced prekindergarten program. Results indicated that the experimental group excelled the control group not participating in the program at a statistically significant level of confidence. The kindergarten experiment was a followup study of the prekindergarten children of the previous year (80 experimental, 124 control). These children attended many different kindergarten programs. Results indicated that the experimental group did not maintain the superiority at a statistically significant level from the previous year. The effect of prekindergarten experience on primary school success will be measured during the third year of the project. (Author/JS)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: University City School District, MO.
Identifiers - Assessments and Surveys: Developmental Test of Visual Motor Integration; Illinois Test of Psycholinguistic Abilities; Peabody Picture Vocabulary Test