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ERIC Number: ED029705
Record Type: Non-Journal
Publication Date: 1968-Aug-31
Pages: 83
Abstractor: N/A
Reference Count: N/A
Head Start Evaluation and Research Center, Tulane University. Annual Report.
Tulane Univ., New Orleans, LA. Head Start Evaluation and Research Center.
To measure the effects of group programed instruction on aspects of reading in Head Start children, the Sullivan Associates Readiness in Language Arts series was used with approximately 15 children in each of five Head Start classes. An equal number served as controls. Pretests and posttest were Lee-Clark Readiness Test, Murphy-Durrell Analysis, and Gates Reading Readiness Tests. Data provided evidence that the experimental groups had greater achievement in (1) recognition of letter symbols, (2) identifying names of letters, and (3) familiarity with numbers and printed letters of the alphabet. The control groups made greater advances in (1) both simillarities and differences in word formation, (2) learning more words in one day under standard conditions of presentation, and (3) being able to understand oral instructions and sensitivity to sounds of words. Studies are underway in three more areas: moral judgement in young children as a function of selected abilities, behavioral correlates of nutritional states in young children, and conditions under which Head Start's benefits to children and families are maximized. Procedures are outlined for these projects. (NT)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Economic Opportunity, Washington, DC.
Authoring Institution: Tulane Univ., New Orleans, LA. Head Start Evaluation and Research Center.