Purpose: The purpose of this study was to investigate the relationship of the grunt vocalizations to cognitive and expressive language status in children with disabilities. Children with typical development produce communicative grunts at the onset of referential word production and comprehension at 14-16 months of age and continue to use this…

Research was conducted to evaluate the effectiveness of a 12-week intervention program of individual instruction for disadvantaged preschool children. Based on this pretest, 17 children with IQ scores of 107 or less were selected and placed into experimental and control groups. The experimental group was exposed to individual cognitive and…

Based on the belief that structured preschool activities aid in the development of disadvantaged children, this study attempted (1) to evolve a tutorial program to accelerate spontaneous development in disadvantaged children and prevent cognitive and language deficits, and (2) to assess growth of the infant's cognitive and language development…

This document is the first year's report of a continuing study of the effects of two Head Start preschool experimental programs. Subjects were children from poverty areas in Grand Rapids, Michigan. Seven teachers who were most opposed to a Bereiter-Engelmann type highly academic structured program were assigned to Group I; and seven teachers least…

The kindergarten Learning to Learn Program was designed to help children acquire flexible strategies for dealing with challenges and problems. The pupils in both experimental and control groups were from a low income black neighborhood. The program was organized around a carefully planned sequence of language and mathematical games and game-like…

This study attempted to ameliorate the educational deficits of infants using structured tutorial programs of language and concept training in the home. It was part of a larger project whose purpose was to determine the age at which intervention will produce maximum acceleration of cognitive development. Subjects were 20 disadvantaged 8- and…

TWENTY-SEVEN DISADVANTAGED 4-YEAR-OLDS PARTICIPATED IN A STRUCTURED PRESCHOOL PROGRAM WHICH STRESSED LANGUAGE AND COGNITIVE DEVELOPMENT. THE CHILDREN WERE PLACED IN EITHER A MORNING OR AN AFTERNOON CLASS. THESE CLASSES WERE SUBDIVIDED INTO 3 ABILITY GROUPS, EACH WITH ITS OWN TEACHER WHO STAYED WITH HER CHILDREN. CONTENT AREA MATERIALS USED IN…

PREKINDERGARTENS IN 8 NEW YORK STATE SCHOOL SYSTEMS WERE EVALUATED TO FIND OUT IF THE CHILDREN INVOLVED SHOWED INCREASED CAPACITY TO LEARN, AND IMPROVEMENT IN LANGUAGE AND COGNITIVE SKILLS. 1010 DISADVANTAGED AND 225 NONDISADVANTAGED SUBJECTS WERE RANDOMLY ASSIGNED TO EXPERIMENTAL AND CONTROL GROUPS AND PRE- AND POST-TESTED WITH THE STANFORD-BINET…

This project deals with characteristic functioning of lower class educationally disadvantaged preschool children, the impact of the preschool experience, and the personality of the child and his readiness to gain from the educational process. The disadvantaged preschool children functioned intellectually and verbally below their middle class peers…

To reemphasize the dangers inherent in the misuse of testing instruments, a study of language and cognitive development in poverty preschoolers investigated 1) whether the interpretation of Peabody scores could be applied to this population, and 2) the contribution of the linguistic form of the Peabody to performance. (MS)