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ERIC Number: ED142993
Record Type: RIE
Publication Date: 1976-Aug
Pages: 24
Abstractor: N/A
Reference Count: 0
An Investigation of the Influence of Preschool Programs on Children's Reading Progress: A Review of Model Programs with Implications for the Future.
Roberts, Christine LaConte
This discussion examines the relative effectiveness of preschool intervention programs for improving reading skills and provides a review of some of the research concerning such interventions. Four types of preschools are defined: traditional (eclectic in approach), cognitive (stressing the development of learning abilities), informational (focusing on the teaching of specific skills), and prepared environment (based on Maria Montessori's principles). The comparison of research concerning these different types of programs is complicated by inconsistencies in purpose, design, definition of goals, selection of participants, treatment methods, and evaluation of results. Findings that may be empirically validated, however, suggest that children in Head Start or traditional preschools make small-to-moderate gains in I.Q. and show improved attitudes toward school and improved self-concepts. Although these gains are maintained in kindergarten and grade one, control-group children subsequently catch up to the experimental group. Impressive gains have been noted in those programs in which parents were involved; more structured programs seem to produce greater gains. Implications for teaching and research are discussed. (KS)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the International Reading Association World Congress on Reading (6th, Singapore, August 17-19, 1976)