Two groups of 32 disadvantaged first grade children were matched on CA, MA, language age, and sex. The experimental group received 40 daily 50 minute periods of language stimulation. The control group only was identified. At the end of the treatment period both groups were administered the pretest battery and gains scores noted. The experimental group gained significantly over the control group in MA, IQ, and LA. Some implications for education and research are noted, and a discussion of the relationship between language and intellectual abilities is given.
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