Publicly funded center-based preschool programs were designed to enhance low-income children's early cognitive and social-emotional skills in preparation for kindergarten. In the U.S., the federal Head Start program and state-funded public school-based pre-kindergarten (pre-k) programs are the two primary center-based settings in which low-income…

Presented in this article is a list of practical suggestions designed to aid college teachers of English in instructing disadvantaged students more effectively. (AF)

THIS REPORT BRIEFLY REVIEWS TRENDS IN 20TH-CENTURY RESEARCH ON EDUCATING DISADVANTAGED AND MINORITY GROUP PUPILS. MANY STUDIES WRITTEN IN THE 1920'S AND 1930'S INDICATED THAT NEGROES WERE LESS INTELLIGENT THAN CAUCASIANS, AND THUS TEACHERS DEMANDED LITTLE OF THEIR MINORITY GROUP PUPILS. SINCE THAT TIME RESEARCH STUDIES HAVE EMPHASIZED THE…

This report explores the possibility of constructing a conceptual framework to account for variations in learning styles observed among preschool disadvantaged children. It begins with a review of the literature on preschool intervention programs relating to ways disadvantaged children approach new experiences; gather, organize, and process…

This report describes the Cognitively Oriented Curriculum based on Piagetian theory which is used in the Perry Preschool Project. The purpose of this long-term project is to help educationally disadvantaged Negro children develop the concepts and abilities necessary for academic success. The Piagetian theory of cognitive development is discussed…

This annotated bibliography lists publications of the Wisconsin Cognitive Learning program components, materials printed for the various curriculum projects, materials sold through the center document service, and materials published for the completed projects. Within each component or project grouping, the research publications are alphabetically…

Proposed is a model for basic preconditions for "the design of effective programs in developmental learning." Such a program should include (1) a continuous psychocognitive diagnosis and assessment of each child; (2) a structured, coherent, sequential approach to content area; (3) a focus on symbolic manipulation and the essentials of a concept;…

Used observations and home visits to examine sex differences in language ability of 54 disadvantaged children at risk for poor language outcomes. Found that language difficulties increased over time, boys were at a constant disadvantage to girls in language development, and sex difference in language ability appeared even when families had similar…

RESEARCH ON THE DEVELOPMENTAL ORIGINS OF THE CHARACTERISTICS OF DISADVANTAGED CHILDREN IS NOT AS IMPORTANT FOR SCHOOL PEOPLE AS IS SCHOOL-BASED RESEARCH. SUCH STUDIES FOCUS ON A TASK ANALYSIS APPROACH WHICH WOULD MATCH THE CHARACTERISTICS OF A STUDENTS BEHAVIOR WITH INSTRUCTIONAL PROCEDURES. ONE SPECIFIC PIECE OF RESEARCH STUDIED THE EFFECTS OF…