In this research, the emotion recognition abilities of children with autism spectrum disorder and typically developing children were compared. When facial expressions and situational cues of emotion were congruent, accuracy in recognizing emotions was good for both children with autism spectrum disorder and typically developing children. When…

Reading with comprehension is a challenge for students with high-functioning autism spectrum disorder. Unfortunately, research has little to offer to teachers trying to help these students. The present study pilots a new intervention targeting vocabulary, main idea identification, anaphoric relations, and text structure. Students (N = 13, M…

The primary focus of this research study was to examine the benefit of a using a multimodal approach to speech sound correction with preschool children. The approach uses the auditory, tactile, and kinesthetic modalities and includes a unique, interactive visual focus that attempts to provide a visual representation of a phonemic category. The…

Sixteen students (6-26 years old) with developmental dyslexia or hyperactivity and 16 controls were administered the Peabody Picture Vocabulary Test (PPVT) and the Revised test (PPVT-R). Increased numbers of perceptually loaded plates accounted for a decrease in IQ scores for dyslexic hyperactive Ss on the revised test. (CL)

In this study, one hundred 3- to 5-year-olds were selected for reading instruction during regular 12- to 30-minute periods for 4 to 6 months. The program was ordered to establish a high level of sustained daily control over the attentional and motivational processes of the children. Learning tasks were designed to facilitate the child's grasp of…

A battery of cognitive, personal, and demographic tests were given to 216 children from Title I (of the Elementary and Secondary Education Act) schools, with and without previous school experience, and to 31 children from non-Title I schools. The effects of prekindergarten experience upon subsequent school experience were evaluated. The Title-I…

TO IMPROVE THE DEVELOPMENTAL RATE OF CULTURALLY DEPRIVED CHILDREN, A PRESCHOOL PROGRAM WAS OFFERED WHICH CONSISTED OF A PLANNED SEQUENCE OF ENVIRONMENTAL STIMULATION BASED ON THE THEORY THAT COGNITIVE DEVELOPMENT PROCEEDS THROUGH MOTOR-PERCEPTUAL-SYMBOLIC PHASES. SEVENTY-TWO DISADVANTAGED CHILDREN WERE DIVIDED INTO THREE MATCHED GROUPS. GROUP A…

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…

A total of 125 white children from three counties in Georgia (selected as representative of small rural and medium and large industrial urban populations) were administered a battery of tests in three phases of their schooling: (1) during the summer preceding their admission to the first grade, (2) near the end of the first grade, and (3) near the…

Project Early Push was a prekindergarten program designed to provide disadvantaged children with experiences vital to later educational success. Students' ages ranged between 3 years 9 months and 4 years 9 months at the start of the program; students came from a target area in Buffalo. Specific goals of the program were to foster a healthy…

This study attempted to develop a valid instrument for the assessment of attitudes in kindergarten children and to evaluate two potential curriculum procedures for facilitating attitude growth. One experimental treatment evolved from role-theory and emphasized perceptual awareness and the ability to put oneself in the place of another; the other…