Curricular Intervention to Enhance the English Language Competence of Head Start Children. Part of the Final Report on Head Start Evaluation and Research: 1968-69 to the Office of Economic Opportunity.

Autor/inn/en	Pierce-Jones, John; Cunningham, Grover
Institution	Texas Univ., Austin. Child Development Evaluation and Research Center.
Titel	Curricular Intervention to Enhance the English Language Competence of Head Start Children. Part of the Final Report on Head Start Evaluation and Research: 1968-69 to the Office of Economic Opportunity.
Quelle	(1969), (150 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bilingual Students; Cognitive Development; Compensatory Education; Curriculum Evaluation; Language Acquisition; Language Programs; Mexican Americans; Preschool Education; Program Evaluation; Programed Instructional Materials; Reading Readiness; Reinforcement + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Kompensatorischer Unterricht; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Sprachaneignung; Spracherwerb; Hispanoamerikaner; Pre-school education; Vorschulerziehung; Programme evaluation; Programmevaluation; Reading rate; Reading speed; Lesegeschwindigkeit; Positive Verstärkung
Abstract	This research was designed to assess the effects of various curriculum materials and different levels of teacher training on the cognitive, intellectual, and language development of full-year Head Start children who were given intensive language training. The curriculum materials used were the "Sullivan-Buchanan Readiness Program," the "Sullivan Enrichment Supplement," the "Swanson Supplement," and the "Reinstein Reinforcement Program" which are described in detail. There were three control groups and 10 experimental groups (five each of English and Spanish speakers) grouped according to curriculum materials and levels of teacher training. Children were pre- and posttested on a battery of language and intelligence tests to determine the extent of changes in their language competence. There were significant pretrial intergroup differences on the dependent variables; however, results must be seen in the light of differing subject populations. The experimental groups who received a structured language program showed more improvement than the control groups who did not. More than one-half of this document is comprised of data in tabular form. (MH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC