Inherent weaknesses of many prepost research models are discussed, including a limited number of follow-up studies to determine if the positive experimental results are maintained over time. This project focuses upon follow-up evaluation approximately two, three and six and one-half years after cessation of the language stimulation program. Results were dramatic, not only in maintaining experimental superiority in language usage and I. Q., but generalizing to superior reading and general academic achievement. Implications for further parameters of research are also included.
Get full access to this article
View all access options for this article.
References
1.
CarterJ. L. (1966). Effects of a language stimulation program upon first grade educationally disadvantaged children. Education and Training of the Mentally Retarded.
2.
CarterJ. L. (1967). The long range effects of a language stimulation program upon Negro educationally disadvantaged first grade children. Funded by Bureau of Research, Office of Education. Contract No. OEG4-7-998390-D455.
3.
CarterJ. L. (1969). Follow-up study of the effects of a language stimulation program upon Negro educationally disadvantaged first grade children. Funded by Bureau of Research, Office of Education. Contract No. OEG-7-8-D00084-D022 (010).
