This report summarizes some of the findings after two years of a four year longitudinal study, with built in replications, of the effectiveness of academic year programs for disadvantaged preschoolers. Comparisons are made between experimental and control children tested on IQ, language development, and reading readiness. Analyses are made by sex, race, and type of program.
Get full access to this article
View all access options for this article.
References
1.
American Educational Research Association.Growth, development, and learning.Review of Educational Research, 1967, 37(5).
2.
Di LorenzoL. T.Effects of year-long prekindergarten programs on intelligence and language of educationally disadvantaged children.The Journal of Experimental Education, 1968, 36, 36–39.
