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ERIC Number: ED053820
Record Type: Non-Journal
Publication Date: 1970-Oct
Pages: 45
Abstractor: N/A
Reference Count: N/A
Classroom Language of Teachers of Young Children.
Stern, Carolyn; Frith, Sandra
The purpose of this study was to determine if (1) kindergarten reading readiness can be enhanced by differentiated instruction in visuo-motor (V-M) skills, (2) the Gesell Developmental Placement Examination is effective for inter-class grouping, and (3) developmental growth can be accelerated with differentiated instruction in V-M skills. Materials and media appropriate for kindergarten instruction were also to be identified. Subjects were randomly assigned by Gesell Developmental Placement Examination (GDPE) scores to experimental and control high, low, and heterogeneous development classes. Differentiated instruction in V-M skills was administered. After 8 months, GDPE posttest and Gates-MacGinitie Readiness Skills Test were administered. Results revealed that (1) differentiated V-M instruction does not significantly enhance kindergarten reading readiness; (2) there are no educational advantages in inner-city grouping on basis of developmental age; and (3) developmental growth is not accelerated by a program in V-M skills; (4) slide-tape self-instructional packages and language masters are useful media for kindergarten instruction. Appendixes comprise more than one-half of the document. (Author/AJ)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Economic Opportunity, Washington, DC.; Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: California Univ., Los Angeles.