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ERIC Number: ED130229
Record Type: RIE
Publication Date: 1976
Pages: 63
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
The Effects of Minimal Early Intervention on Subsequent IQ Scores and Reading Achievement. Final Report.
Palmer, Francis H.
IQ and reading achievement in grade five were examined in a ten-year follow-up study of children who had participated in an early-intervention program, at ages 24 or 36 months. The intervention program varied age of training, type of training (concept versus discovery), and social class for 310 black male children from Harlem. The follow-up study obtained WISC scores for 139 and reading scores for 117 of the original sample. Analyses indicated these were representative of the original experimental and control samples. Comparison groups not involved in the original study were also drawn. Results indicated that concept training at age 24 months or 36 months significantly affected reading in the fifth grade and IQ at ages 10 to 12. Intervention at age two had an effect on reading and IQ, whereas intervention at age three affected IQ but not reading. Discovery training affected IQ but did not affect reading. Implications of the findings for general evaluations of the success or failure of Headstart and other early-intervention programs are discussed. (AA)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Education Commission of the States, Denver, CO.
Authoring Institution: State Univ. of New York, Stony Brook.