TO NARROW THE LANGUAGE SKILLS GAP BETWEEN DISADVANTAGED AND MIDDLE CLASS CHILDREN IS A PRIMARY AIM OF MOST INTERVENTION PROGRAMS, ACTING ON THE THEORY THAT INCREASED LANGUAGE COMMAND LEADS TO INCREASED ABILITY IN ABSTRACT THINKING. HOWEVER, THERE IS A DIFFERENCE BETWEEN LANGUAGE AS A COMMUNICATIVE PROCESS AND LANGUAGE AS AN INTELLECTIVE PROCESS.…

This report evaluates the influence of five language programs on the learning of children in year-round Head Start programs. It presents the statistical analysis and design of an investigation conducted in ten classrooms in two sites (Henderson, North Carolina and Vero Beach, Florida). The core of the programs was the Buchanan Readiness in…

This document is an interim evaluation report of language development curriculums in full year Head Start programs operating in the five state area the Research and Evaluation Center serves. One experimental study in language development carried on in cooperation with the Texas and Tulane centers is reported in depth. The study was implemented in…

Approximately 5 research studies relating to Project Head Start and reviewed in this document disclose a gap in the knowledge base regarding the effectiveness of various intervention strategies implemented with Mexican American children. A survey of findings indicates that programs have varied from community to community and that only general…

This paper on intervention research critically reviews evaluations of experimental procedures designed to effect changes in the language development of disadvantaged children. It includes a summary of intervention projects and survey of present knowledge and theory about language which constitute the rationale for such projects. Specific…