Language Development and Cultural Disadvantagement.
In a 3 year study directed at the prevention of learning problems in school, the failure to achieve, and the subsequent school dropout, a daily program of language and sensory-perceptual instruction was provided to children enrolled in 2 community day care centers. The program was designed to counte...
| Publicado en: | Exceptional Children Vol. 35; no. 8; pp. 597 - 607 |
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| Autores principales: | , , |
| Formato: | Artículo |
| Publicado: |
Sage Publications Inc.
Apr1969
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=19700650&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 19700650 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00144029 EXC jtl: Exceptional Children issn: 00144029 maglogo: Y pubinfo: dt: Apr1969 vid: 35 iid: 8 pid: 344 pub: Sage Publications Inc. artinfo: ui: 19700650 10.1177/001440296903500801 ppf: 597 ppct: 10 formats: tig: atl: Language Development and Cultural Disadvantagement. aug: au: McConnell, Freeman Horton, Kathryn B. Smith, Bertha R. affil: Professor of Audiology, Vanderbilt University Assistant Professor of Speech and Language Pathology, Vanderbilt University Head Teacher, South Street-Centenary Project, Bill Wiikerson Hearing and Speech Center, Nashville, Tennessee su: Children's language Language & education Perceptual learning Learning Underachievement School dropouts Preschools Kindergarten Child care sug: subj: Children's language Language & education Perceptual learning Learning Underachievement School dropouts Preschools Kindergarten Child care ab: In a 3 year study directed at the prevention of learning problems in school, the failure to achieve, and the subsequent school dropout, a daily program of language and sensory-perceptual instruction was provided to children enrolled in 2 community day care centers. The program was designed to counteract the inhibiting effects of cultural deprivation on language and perceptual learning during the important formative preschool years, and thus it placed emphasis on beginning education with the nursery age child. Preliminary results from the first 2 years demonstrated significant gains in intellectual, linguistic, and perceptual functioning in comparison to control groups which did not undergo the same instruction but which were receiving many elements of the traditional kindergarten type program. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1969 holdings: @attributes: islocal: N |
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