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ERIC Number: ED044186
Record Type: Non-Journal
Publication Date: 1969-Aug
Pages: 51
Abstractor: N/A
Reference Count: N/A
Increasing Verbal Communication Skills in Culturally Disadvantaged Pre-School Children. Final Report.
Ross, Alan O.; And Others
After taking base rate measures of verbal behavior, using a specially devised Story Telling Test and selected sub-tests from the Illinois Test of Psycholinguistic Abilities, 34 children with a mean age of 4-4, attending a year-round Head Start program, were assigned to matched experimental and control groups. The children in the experimental group participated in daily half-hour group sessions for a period of seven weeks during which they were given systematic language training, based on reinforcement principles. The children in the control group continued to participate in the regular Head Start program. Upon conclusion of the training period, all children were re-tested, with the measures used in the pre-test. Significant improvements in scores on the part of the experimental group were found for decrease-in-verb-omission on the Story Telling Test and for the vocal-encoding sub-test of the ITPA. Pronounced sex differences were apparent. Girls in both groups showed improvement for decrease-in-verb omission and for vocal-encoding. Among the boys, only those in the experimental group improved; those in the control group showed some decrease in scores. Discussion of results suggests the possibility of a cross-sex effect. (Author/NH)
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: State Univ. of New York, Stony Brook.