Assessment is a crucial component of gifted education. Not only does it facilitate the recognition of the potential and specific needs of gifted students, it also monitors the progress and growth of gifted students, and allows for the evaluation of gifted education programs. In the present review, we synthesize the literature on assessment in…

In a study to determine whether or not culturally deprived children develop at progressively greater deficits in intellectual functioning during the ages of 15 months to 3 years, tutors provided 15-month-old infants with intellectual and verbal stimulation one hour daily, five times a week until they were 36 months old. The subjects consisted of…

IN ORDER TO EVALUATE THE EFFECT OF A STRUCTURED PRESCHOOL ACADEMIC PROGRAM UPON THE COGNITIVE GROWTH OF CULTURALLY DEPRIVED CHILDREN, A LONGITUDINAL STUDY WAS BEGUN ON 107 FOUR-YEAR-OLDS IN CLEVELAND, OHIO. RELEVANT RESEARCH LITERATURE WAS REVIEWED IN DESIGNING THE STUDY. THE FIRST PHASE, RECOUNTED IN THIS REPORT, EXPLORED PSYCHO-LINGUISTIC,…

AN OVERALL SURVEY AND ANALYSIS OF THE SUMMER 1965 PROJECT HEAD START IS PRESENTED IN THIS REPORT. THE FIRST SECTION DISCUSSES THE INCEPTION, IMPLEMENTATION, AND FORMAL ORGANIZATION OF THE PROJECT. THE SECOND SECTION PRESENTS DETAILED INFORMATION ON THE COMMUNITIES, CHILDREN, PARENTS, STAFF, AND WORKERS INVOLVED IN THE PROJECT. THE THIRD SECTION…

The Perry Preschool Project assessed longitudinal effects of a 2-year program consisting of a daily 3-hour cognitively oriented nursery, a weekly 90-minute home visit, and less frequent group meetings of the pupils' parents. Subjects consisted of 3- and 4-year-old Negro disadvantaged and functionally retarded children, whose pretest scores on the…

THIS STUDY REPORTS THE FIRST PHASE OF A 5-YEAR LONGITUDINAL INVESTIGATION OF THE COMPARATIVE EFFECTIVENESS OF A HIGHLY STRUCTURED PRESCHOOL PROGRAM AND A TRADITIONAL NURSERY SCHOOL PROGRAM IN AMELIORATING THE LEARNING DEFECTS OF CULTURALLY DISADVANTAGED CHILDREN. THE HIGHLY STRUCTURED PROGRAM IS INTENDED TO OVERCOME PARTICULAR WEAKNESSES OF…

Program objectives were to develop children's abilities to deal with everyday and school related problems, and to make them more inner-directed by (1) developing a positive self-image, (2) increasing sensory and perceptual acuity, (3) improving language skills, and (4) improving problem-solving and concept formation abilities. Forty-five…

The language, intellectual, and social deficits of economically deprived children are the targets of a 4-year study designed to follow the educational progress of a group of deprived children from preschool through grade 3. This document reports on the preschool year, the first phase of the longitudinal study, which investigated whether or not…

The Houston Parent-Child Development Center (PCDC) is described. PCDC is similar to most compensatory education programs in its objectives, but different in process as it starts intervention during infancy and directs educational efforts at the parents. The program is open to low income Mexican-American families with at least one child under 3…

This report presents the results of a study from July 1965 to July 1969 on the effects of year-long prekindergarten programs for disadvantaged children involving eight school districts in New York State and approximately 1,800 children. The study focused on factors which the schools considered important and major objectives of their programs.…

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…

This preschool program concentrated on language development, self-concept, perception, and concept formation. Also, a vertically organized program of reading, math, science, and creative dramatics, along with parent activity, inservice training, and dissemination, covered prekindergarten through the third grade. Individual and small group work…

A project was undertaken in 1965 in 3 elementary schools in Wayne County School District, Utah, to determine if students entering small, rural schools have cultural disadvantages and, if so, to develop materials and procedures to meet such deficiencies. Pretesting revealed significant differences in vocabulary development and experiential…

THE PURPOSES OF THIS PILOT PROJECT WERE (1) TO ATTEMPT TO EVALUATE THE EFFECT OF THE LOCAL PROGRAM ON BOTH INDIVIDUAL CHILDREN AND THE GROUP AND (2) TO INVESTIGATE THE SENSITIVITY OF THE TEST INSTRUMENTS EMPLOYED IN EVALUATING SUCH A PROGRAM. SIXTY-ONE CHILDREN WERE ENROLLED IN THE LOCAL HEADSTART PROGRAM AND WERE ADMINISTERED THE STANFORD-BINET,…

The following research projects are described in this annual report: (1) "Concept Learning in Discrimination Tasks," which indicates that kindergarten children are able to discriminate the letters "b,""d,""p," and "q"; (2) "Discrimination of Letter-like Forms," indicating that nursery…