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ERIC Number: ED105473
Record Type: RIE
Publication Date: 1966
Pages: 21
Abstractor: N/A
Reference Count: 0
Teachers and Group Size as Variables in Stimulating Oral Language Development with Grade One Disadvantaged Children. IMRID, Volume III, No. 1.
Dunn, Lloyd M.; And Others
The purpose of this study was to evaluate both the relative effectiveness of different instructional personnel and the effect of differences in group size upon oral language acquisition for educationally disadvantaged first grade children. Involved in the treatment program were 23 classes in eight schools, all serving lower class areas of a southern metropolitan city. From these classes, a sample of 290 subjects was drawn, half boys and half girls. All of the children had IQ scores ranging from 60 to 110 on the pretest. Language development over the year was measured by the administration of the Illinois Test of Psycholinguistic Abilities, the Peabody Picture Vocabulary Test, and the Peabody Language Production Inventory. Though small differences in progress were observed among groups receiving their instruction under various conditions, statistical analysis indicated that these differences could not be accounted for by either of the experimental variables. The results suggest that a well designed instructional program can be equally effective under a variety of conditions. (TS)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: National Inst. of Child Health and Human Development (NIH), Bethesda, MD.
Authoring Institution: George Peabody Coll. for Teachers, Nashville, TN. Inst. on Mental Retardation and Intellectual Development.