Bronfenbrenner, U.A report on longitudinal evaluations of preschool programs. Volume II. Is early intervention effective?Washington, D.C.: U.S. Government Printing Of fice, 1974.
2.
Butler, A.L., Gotts, E.E., & Quisenberry, N.L.Early childhood programs: Developmental objectives and their use. Columbus, Ohio: Merrill, 1975.
Datta, L.E.Head Start's influence on community change. In J.L. Frost (Ed.), Revisiting early childhood education. Readings. New York: Holt, Rinehart, & Winston, 1973.
5.
Erikson, E.H.Childhood and society (2nd ed.). New York: Norton, 1963.
6.
Fallon, B.J. (Ed.). 40 innovative programs in early childhood education. Belmont, Calif.: Lear Siegler/Fearon, 1973.
7.
Goodson, B.D. & Hess, R.D.Parents as teachers of young children: An evaluative review of some contemporary concepts and programs. Stanford, Calif.: Stanford University, 1975. (ERIC Document Reproduotion Service No. ED 136 967)
8.
Gordon, I.J.The parent education follow through program. In C. Barletta, R. Boger, L. Lezotte, & B. Hull (Eds.), Planning and implementing parent/community involvement into the instructional delivery system. East Lansing, Mich.: Midwest Teacher Corps Network, 1978.
9.
Gordon, I.J.The effects of parent involvement on schooling. In R. S. Brandt (Ed.), Partners: Parents and schools. Alexandria, Va.: Association for Supervision and Curriculum Development, 1979.
10.
Gotts, E.E.Longitudinal study of relationships between parental characteristics and children's school outcomes in central Appalachia. Research Relating to Children, 1978–1979, 42, 89–90.
11.
Gotts, E.E.Early childhood assessment. In D. Sabatino & T. Miller (Eds.), Describing learner characteristics of handicapped children and youth. New York: Grune & Stratton, 1979. (a)
12.
Gotts, E.E.Technical manual: Design, development, and validation of an empirically based curriculum. Miami, Fla.: Educational Communications, 1979. (b)
13.
Gotts, E.E.Long-term effects of a home-oriented preschool program. Childhood Education, 1980, 56, 228–234.
14.
Gotts, E.E.The training of intelligence as a component of early interventions: Past, present, and future. Journal of Special Education, 1981, 15, 257–268.
15.
Gotts, E.E.Home-based early intervention. In A.W. Childs & G. B. Melton (Eds.), Rural psychology. New York: Plenum Press, in press.
Gulley, S.B.The relationships of infant stimulation to cognitive development. Childhood Education, March/ April 1982, 58, 247–254.
18.
Hines, B.W.Analysis of visual perception of children in the Appalachia preschool education program. Charleston, W.Va.: Appalachia Educational Laboratory, 1971. (ERIC Document Reproduction Service No. ED 062 019)
19.
Hodges, W.L.The implications of design and model selection for the evaluation of programs for the disadvantaged child. Merrill-Palmer Quarterly, 1975, 19, 275–288.
20.
Hodges, W.L., & Spicker, H.H.The effects of preschool experiences on culturally deprived children. In W.W. Hartup & N.L. Smothergill (Eds.), The young child, reviews of research. Washington, D.C.: National Association for the Education of Young Children, 1967.
21.
Karnes, M.B.Research and development program on preschool disadvantaged children: Final report. Washington, D.C.: U.S. Of fice of Education, 1969.
22.
Karnes, M.B., Schwedel, A.M., Lewis, G.F., Ratts, D.A., & Esry, D.R.Impact of early programming for the handicapped: A follow-up study into the elementary school. Journal of the Division for Early Childhood, 1981, 4, 62–79.
23.
Kuipers, J., Andrews, M., & Boger, R.P.Overview of "parents are teachers too" program. In C. Barletta, R. Boger, L. Lezotte, & B. Hull (Eds.), Planning and implementing parent /community involvement into the instructional delivery system. East Lansing, Mich: Midwest Teacher Corps Network, 1978.
24.
Lazar, I., & Darlington, R.Lasting effects of early education: A report from the consortium for longitudinal studies. Monographs of the Society for Research in Child Development, 1982, 47(2–3, Serial No. 195).
25.
Lazar, I., Hubbell, V.R., Murray, H., Rosche, M., & Royce, J.Summary report: The persistence of preschool effects (DHEW Publication No. OHDS 78–30129). Washington, D.C.: U.S. Government Printing Of fice, 1977.
26.
Miller, L.B., & Dyer, J. T.Four preschool programs: Their dimensions and effects. Monographs of the Society for Research in Child Development, 1975, 40(5–6, Serial No. 162).
27.
Moore, M.G., Fredericks, H.D.B., & Baldwin, V.L.The long-range effects of early childhood education on a trainable mentally retarded population. Journal of the Division for Early Childhood, 1981, 4, 94–110.
28.
Pena, D.Analysis of social skills development in the Appalachie preschood education program. Charleston, W.Va.: Appalachia Educational Laboratory, 1971. (ERIC Document Reproduction Service No. ED 062 021)
29.
Ryan, S. (Ed.). A report on longitudinal evaluations of preschool programs. Vol. I: Longitudinal evaluation. Washington, D.C.: U.S. Government Printing Of fice, 1974.
30.
Stallings, J.Implementation and child effects of teaching practices in follow through classrooms. Monographs of the Society for Research in Child Development, 1975, 40(7–8, Serial No. 163).
31.
Swan, W.W.Efficacy studies in early childhood special education: An overview. Journal of the Division for Early Childhood, 1981, 4, 1–4.
32.
Troutt, G.A competency base for curriculum development in preschool education (Vols. 1–4.)Charleston, W.Va.: Appalachia Educational Laboratory, 1974. (ERIC Document Reproduction Service Nos. ED 104,057–104,060)
33.
Weikart, D.P.Effects of different curricula in early childhood intervention. Educational Evaluation and Policy Analysis, 1981, 3, 25–35.
34.
Weikart, D.P., Bond, J. T., & McNeil, J. T.The Ypsilanti preschool project: Preschool years and longitudinal results through fourth grade. Ypsilanti, Mich.: High/ Scope Educational Research Foundation, 1978.
