ERIC Number: ED045373
Record Type: Non-Journal
Publication Date: 1969
Reference Count: N/A
The Effect of Two Instructional Programs (Science--A Process Approach and the Frostig Program for the Development of Visual Perception) on the Attainment of Reading Readiness, Visual Perception, and Science Process Skills in Kindergarten Children.
Ritz, William C.
Reported is a study to determine effects of two instructional programs on reading readiness, visual perception, and science process skill attainment. One group received instruction in Part A, A-K level activities of "Science--A Process Approach;" another treatment group received visual perceptual training via the "Frostig Perceptual Constancy" unit; the third received first science, then perception instruction. Analyses of scores from "Metropolitan Readiness Tests,""Frostig Development Test of Visual Perception, and "Competency Measures for Groups," and mean age were made in relation to twenty hypotheses. No significant differences were found in reading readiness scores at the end of instruction; differences were found in visual perception and science process skills. It was concluded that science and visual perception can be included in kindergarten programs without impairing reading readiness. (JM)
Descriptors: Achievement, Behavior Rating Scales, Elementary School Science, Instruction, Reading Readiness, Skill Development, Visual Perception
University Microfilms, 300 North Zeeb Rd., Ann Arbor, Michigan 48106 (Order No. 69-15,192, Microfilm $3.00, Xerography $7.00)
Publication Type: N/A
Education Level: N/A
Authoring Institution: State Univ. of New York, Buffalo. Coll. at Buffalo.
Identifiers - Assessments and Surveys: Frostig Developmental Test of Visual Perception