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ERIC Number: ED070791
Record Type: RIE
Publication Date: 1972-Sep
Pages: 17
Abstractor: N/A
Reference Count: 0
A Longitudinal Study of the Intellectual Growth of Culturally Disadvantaged Children in a Sequential Learning to Learn Program.
Van de Riet, Vernon; Resnick, Michael B.
This report describes and evaluates a sequential Learning to Learn Program (L.L.P.) for four- and five-year-old children. The long-term plan was for these children to be kept in a continuous sequential program through the first grade. Since another aspect of this project is a systematic attempt to learn how differing lengths of exposure to the L.L.P. influence the children's learning, the overall design calls for one group of children to be in the program for three consecutive years and another group for two consecutive years. The purpose of the evaluation study is: (1) to compare and contrast the development of the children who receive a two-year preschool program with those who receive a one-year pre-school program; and, (2) to compare and contrast the development of the experimental groups with that of the control groups who were matched with them in intelligence, language, ability, perceptual-motor ability, and socioeconomic status. The results indicate that the children who participated in the program made significantly greater intellectual gains over the two- and three-year period than those children who attended and participated in traditional education programs. (Authors/JM)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: paper presented at the American Psychological Association Annual Convention, Honolulu, Hawaii, September 1972