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The Development of Phonological Awareness with Specific Language-Impaired and Typical Children
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Thatcher, Karen L. – Psychology in the Schools, 2010
This study investigated kindergarten, preschool, and first-grade children who were typical or specific language impaired (SLI) to determine whether there were developmental differences in their phonological awareness abilities (i.e., syllable, onset/rime, phonemes). Results revealed a significant difference between children who were typical and…
Descriptors: Phonemes, Language Impairments, Phonological Awareness, Individual Differences
Bridging the "Bayley-Binet Gap".
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Madison, Lynda Sallach; Adubato, Susan A. – Psychology in the Schools, 1983
Tested the effectiveness of the Stanford Binet Intelligence Test and the Bayley Scales of Infant Development in assessing the development of 30 preschool children. Demonstrated that encountering children ages 18-23 months whose performance is not scorable by standard methods for either test is a relatively frequent occurrence. (JAC)
Descriptors: Child Development, Disability Identification, Intelligence Tests, Preschool Children
Home Start: Follow-up Assessment of a Family-Centered Preschool Enrichment Program
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Scott, Ralph – Psychology in the Schools, 1974
Assesses Vertical Home Start, a program which provided children with readiness enrichment over a period of three years while the children were from two to five years of age. Results indicate that there is little durability to short-term verbal gains. However, longitudinal assessment is advised since some scores do vacillate. (HMV)
Descriptors: Child Development, Cognitive Development, Early Childhood Education, Enrichment Activities
Relation of Psycholinguistic Development to Imaginative Play of Disadvantaged Preschool Children.
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Jurkovic, Gregory J. – Psychology in the Schools, 1978
The relation of imaginative play to psycholinguistic development was investigated in a sample of disadvantaged preschool children. The children were assigned to high and low play groups based on their level of play organization. The high play group engaged in more task-relevant speech during play than did the low play group. (Author)
Descriptors: Child Development, Child Language, Disadvantaged Youth, Play
Relationship between Toy and Material Use and the Occurrence of Social Interactive Behaviors by Normally Developing Preschool Children.
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Hendrickson, Jo M.; And Others – Psychology in the Schools, 1981
Identifies social behaviors observed in (N=115) preschool children while manipulating various toys and materials in a preschool setting. Discusses the resulting data on toy/material use in terms of selecting physical stimuli in social behavior modification efforts for positive social interaction. (Author)
Descriptors: Behavior Patterns, Child Development, Classroom Environment, Peer Relationship
Comparison of the Level and Predictive Validity of Preschool Attainment Record Ratings Obtained from Teachers and Mothers
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Lederman, Edward; Blair, John Raymond – Psychology in the Schools, 1972
Results of the study indicate that despite the presumably greater opportunity the mother has to observe the child, more valid information in regard to his developmental status is obtained from the child's teacher. (Author)
Descriptors: Child Development, Measurement, Parent Attitudes, Prediction
Preschoolers at Risk: Social, Emotional and Cognitive Considerations
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Dlugokinski, Eric; And Others – Psychology in the Schools, 1976
Examines the IQs of 75 preschool children perceived to be "at risk" by parents, teachers, and diagnostic nursery staff. Full Scale, Verbal and Performance IQs were correlated with: (a) assessment of problem area (b) socioeconomic and familial variables (c) gross assessments of speech and motor development and (d) improvement in a special preschool…
Descriptors: Behavior Problems, Child Development, Family Influence, Intelligence Quotient
Minnesota Preschool Inventory Identification of Children at Risk for Kindergarten Failure.
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Ireton, Harold; And Others – Psychology in the Schools, 1981
Describes the Minnesota Preschool Inventory and provides data regarding its validity. Results based on a study of (N=360) prekindergarten children indicated that low scores on certain developmental scales question children's abilities to meet kindergarten expectations. Parent concerns, adjustment scales, and symptoms may point to a need for…
Descriptors: Child Development, Developmental Disabilities, Disability Identification, Parent Role
FM: Clinically Meaningful Rorschach Index with Minority Children?
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Scott, Ralph – Psychology in the Schools, 1981
Uses a case vignette to consider the possibility that the Rorschach FM index may be a forerunner of abstract thinking. Data support the major finding that FM may enable educational diagnosticians to more accurately estimate the intellectual capabilities of some preschool minority and other culturally disadvantaged children. (Author/JAC)
Descriptors: Black Youth, Case Studies, Child Development, Cognitive Processes