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ERIC Number: ED108750
Record Type: Non-Journal
Publication Date: 1975-Mar
Pages: 10
Abstractor: N/A
Reference Count: N/A
Changes in Scholastic Achievement of Disadvantaged Children Enrolled in Follow Through PEP-IPI Project.
Fesler, Elizabeth; And Others
This paper briefly summarizes the findings of a study of the effects of the Follow Through Primary Education Project-Individually Prescribed Instruction (PEP-IPI) model. The project was designed to provide individualized instruction (with emphasis on perceptual and motor abilities, language concepts, classifying skills and reasoning abilities) to disadvantaged children in kindergarten through third grade. The individualization was accomplished through diagnosis of pupil achievement using a content-referenced testing program followed by the development and implementation of prescriptions. The PEP-IPI children, when compared with their respective controls, showed significant gains on standardized indices of achievement. (ED)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A