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ERIC Number: ED183280
Record Type: Non-Journal
Publication Date: 1979-Sep
Pages: 12
Abstractor: N/A
Reference Count: N/A
Early Intervention Programs: Proceed with Caution and Evaluate.
Wilson, Barry J.; And Others
Most research in the area of early identification of learning problems has been devoted to determining the predictive validity of various assessment measures. Results indicate that the predictive validity of these measures is far from perfect and varies considerably from study to study. The transition room program provides what appears to be a promising treatment approach to early learning problems -- placement in a special class with an advantageous teacher-pupil ratio where a teacher can attempt to help the child in the areas where the child needs help and to provide a smooth transition to the first grade. A longitudinal study was conducted to evaluate transition room classes in two districts. Results of the study in District A suggested that while transition room students tended to achieve less well on the Iowa Test of Basic Skills than their peers, the achievement gap was closed by the end of sixth grade. In District B, an expected achievement score computed on the basis of early intelligence and readiness data was compared to actual achievement in fourth and sixth grades. The results, while somewhat encouraging, were not conclusive. In a second study, transition room students were matched with students of the same sex who performed at the same level on early measures of intelligence and readiness. Results showed that the control students outperformed the transition room students on later tests of achievement. A model for further evaluation of the transition room program is presented. (JMB)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A