PDF pending restoration
ERIC Number: ED087564
Record Type: Non-Journal
Publication Date: 1973-May
Reference Count: N/A
The Effects of Structured Instruction on Kindergarten Pupils. Final Report.
The purpose of this study was to investigate the effects of a sequenced, highly-structured direct instruction program in language and reading skills on the intellectual growth, academic achievement, and school adjustment of 303 middle class kindergarten children. Children were assigned to one of four treatment groups: a "direct verbal" instruction language program, a "direct verbal" instruction reading program, a programmed reading program and the traditional kindergarten program which served as a control group. Results indicated that children in the experimental groups performed better on most intellectual and achievement measures at the end of kindergarten. Reading gains remained at the end of first grade. There were significant differences at the end of first grade in school adjustment favoring the experimental groups. Structured instruction can apparently be used successfully in kindergarten. (ST)
Descriptors: Analysis of Covariance, Curriculum Evaluation, Grade 1, Intellectual Development, Kindergarten, Language Acquisition, Longitudinal Studies, Measurement Instruments, Middle Class, Programed Instruction, Reading Instruction, Research Design, Sex Differences, Teacher Attitudes, Teaching Methods
Publication Type: N/A
Education Level: N/A
Authoring Institution: Office of Education (DHEW), Washington, DC. Research and Development Centers Branch.