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ERIC Number: ED131452
Record Type: Non-Journal
Publication Date: 1970-Aug
Pages: 47
Abstractor: N/A
Reference Count: N/A
Head Start Follow Through Program Intervention in Reading Readiness and Reading. Annual Report.
Tulane Univ., New Orleans, LA.
This follow-up study assessed the effects of two different intervention strategies on the reading, language, and intellectual development of preschool children who participated in a North Carolina Head Start program during the period from 1968 to 1969. Children in the experimental group received structured language arts instruction in the first grade, through the Sullivan Reading Readiness Program, the Sullivan Reading Program, and the Buchanan Readiness in Language Arts Program, while children in the control group received no structured intervention. Data revealed that children exposed to the structured conditions did not receive significantly different scores on a battery of tests conducted at the end of the first-grade year than did children who received only the Head Start experience. (KS)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Economic Opportunity, Washington, DC.
Authoring Institution: Tulane Univ., New Orleans, LA.