ERIC Number: ED030496
Record Type: Non-Journal
Publication Date: 1966
Reference Count: N/A
Effectiveness of Direct Verbal Instruction on IQ Performance and Achievement in Reading and Arithmetic.
Bereiter, Carl; Engelmann, Siegfried
This experiment was based on the assumption that the academic failure of the disadvantaged or middle class child is due to a failure of instruction and that if above-normal learning schedules were maintained, the second year of an enrichment program would not show the customary drop in gains from the first year. The subjects of this study were 43 disadvantaged Negro and white 4-year-olds of high, middle, and low intelligence. Fifteen of the children were placed in an experimental group (I) and 28 in a control group (II). A 2-year program involving a group (III) of middle class 4-year-olds was also conducted, with a control group (IV) consisting of middle class 4-year-olds in a Montessori preschool. Groups I and III received a 2-year experimental program in which rapid attainment of basic academic concepts was emphasized. Group II received a 2-year traditional preschool education. Group I achieved significantly greater Stanford-Binet IQ gains than Group II and maintained them over the 2-year program. Group III children also benefited measureably from the program and demonstrated greater achievement in many areas than Group IV. (WD)
Descriptors: Academic Achievement, Arithmetic, Compensatory Education, Disadvantaged, Experimental Programs, Failure, Intelligence, Intelligence Quotient, Preschool Children, Preschool Education, Program Descriptions, Program Effectiveness, Program Evaluation, Reading Achievement, Rote Learning, Teaching Methods, Verbal Learning
Publication Type: N/A
Education Level: N/A
Sponsor: Bureau of Elementary and Secondary Education (DHEW/OE), Washington, DC.
Authoring Institution: Academic Preschool, Champaign, IL.
Identifiers - Assessments and Surveys: Stanford Binet Intelligence Scale; Wide Range Achievement Test