The relative advances in cognitive development and hearing vocabulary not only demonstrate the effectiveness of a particular program in a particular center, but also the potential effectiveness that preschool programs in general can achieve with disadvantaged children as young as 19 to 28 months of age. (Author)

The results of this follow-up study indicate that, after intensive language programs, children who were economically and educationally disadvantaged upon entry to kindergarten were nearly up to par in reading with the exception of bilingual boys, by second grade. (HMV)

The results of this study indicate that teachers do connote a definite pattern of behaviors and attributes that distinguish lower status and middle class students. (Author)

The reliability and validity properties of the Brigance K&1 screen were examined with a sample of 134 Head Start children preparing to enter kindergarten. Prediction/outcome analyses, intended to explore the test's accuracy in predicting special-education status at the end of preschool, indicated a relatively high false negative rate and a…

Two major questions were explored by this study: "Will the use of socio-dramatic play increase the use of language?" and, "Will the use of language in fantasy play transfer to a cognitive task?" Results affirmatively answer these questions. (Author)

The data of the present study supplement those given by Vane and also provide a context in which to assess the differential abilities of Negro and Puerto Rican Head Start Children on verbal and performance tasks. (Author)

The purpose of this study was to develop a battery of perceptual and perceptual motor integrative tasks that would be appropriate for administration to young disadvantaged children. (Author)

Investigated two variance estimation procedures on a normed test treated as a criterion-referenced test. The first estimation procedure estimated the standard deviation systematically higher, whereas the second procedure's estimation was systematically lower than the actual standard deviation. (Author/RC)

Indices of item difficulty and item discrimination were analyzed for the items comprising the Wechsler Intelligence Scale for Children-Revised as obtained from a group of 142 subjects with Full Scale IQs below 96. Evidence indicates increase in the number of items on the WISC-R helped increase its internal validity. (Author)

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)

The relationship between three measures of locus of control and eight dimensions of reading attitude were investigated for a sample of inner-city children. Finds that inner-city children who are willing to accept personal responsibility for negative events in their lives also tend to experience more anxiety about their reading. (Author)

A modification of the Boehm Test of Basic Concepts for use with pre-kindergarten children is presented. Guidelines for administration, age norms and information on reliability and validity are provided. (Author)

The purpose of the study was to establish developmental norms for maternal-rated problem behaviors within a disadvantaged group of preschool children. The data are discussed in terms of their utility in assisting the school psychologist to select appropriate intervention strategies for the preschool child. (Author)

Results of the study indicate that the strongest abilities of the children graduated from Head Start centers are least correlated with readiness and achievement, while their weakest abilities are most correlated. The abilities that are highly related to school achievement are those in which they show the greatest deficiency. (Author)