Evaluation of Inkster Preschool Project. Final Report.

Autor/inn/en	Ryckman, David B.; Van Every, Phillip
Institution	Michigan Univ., Ann Arbor. Center for Research on Language and Language Behavior.
Titel	Evaluation of Inkster Preschool Project. Final Report.
Quelle	(1968), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Disadvantaged; Enrichment Activities; Language Handicaps; Preschool Children; Program Effectiveness; Program Evaluation; Sex Differences; Illinois Test of Psycholinguistic Abilities + Suchen Sie Ihr Suchwort? Bereicherungsprogramm; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language impairments; Sprachbehinderung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Programme evaluation; Programmevaluation; Sex difference; Geschlechtsunterschied
Abstract	An experimental group of 22 preschool children from Inkster, Michigan, participated in an April 1967 to August 1967 prekindergarten enrichment program for low socioeconomic children. The program classes were unstructured and permissive. A contrast group of 33 children was also chosen. Both groups of children participated in a preschool program which began in September 1967. The contrast group would also be ready to enter kindergarten in the fall of 1968, but they had not participated in a preschool program prior to September 1967. The children in both groups were administered the Illinois Test of Psycholinguistic Abilities (ITPA) in November 1967. The test results indicated that both groups were functioning below age norms. Another finding was that the contrast group performed significantly better than the experimental group on the total ITPA. The contrast group did significantly better on two of the subtests: visual decoding and visual-motor-sequential. The explanation for this result would seem to be the existence of systematic sample bias. The boys scored consistently higher than the girls on the subtests, an unusual finding explained perhaps in part by the fact that a male teacher was present in the program. Statistical tables and a bibliography are included. (WD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC