An Investigation of the Influence of Preschool Programs on Children's Reading Progress: A Review of Model Programs with Implications for the Future.

Autor/in	Roberts, Christine LaConte
Titel	An Investigation of the Influence of Preschool Programs on Children's Reading Progress: A Review of Model Programs with Implications for the Future.
Quelle	(1976), (24 Seiten)Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Comparative Analysis; Early Childhood Education; Early Experience; Educational Research; Intervention; Preschool Education; Preschool Evaluation; Preschool Learning; Program Evaluation; Reading Ability; Reading Development; Reading Readiness; Reading Research; Reading Skills + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühbeginn; Bildungsforschung; Pädagogische Forschung; Pre-school education; Vorschulerziehung; Programme evaluation; Programmevaluation; Reading competence; Lesekompetenz; Reading rate; Reading speed; Lesegeschwindigkeit; Leseforschung; Reading skill; Lesefertigkeit
Abstract	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)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01