The hypothesis that 20 young children from a middle-SES school would score higher in verbal intelligence assessed by the Peabody Picture Vocabulary Test than 20 young children from a low-SES school was not supported. Data showed that racial differences existed in the verbal intelligence of these kindergarteners in a school undergoing racial integration. This finding deserves consideration in programs of rapidly integrating schools and neighborhoods.
Get full access to this article
View all access options for this article.
References
1.
DeutschM.The disadvantaged child and the learning process. In PassowA. M. (Ed.), Education in depressed areas. New York: Columbia Univer., 1963. Pp. 163–179.
2.
DeutschM.The role of social class in language development and cognition. American Journal of Orthopsychiatry, 1965, 35, 78–88.
3.
DeutschM.Early social environment: its influence on school adaptation. In MechingerF. M. (Ed.), Pre-school education today. New York: Doubleday, 1966. Pp. 12–24.
JensenA. R.How much can we boost IQ and scholastic achievement?Harvard Educational Review, 1969, 39, 61–123.
6.
LloydH. M.Reading instruction for the disadvantaged: is it adequate? In SmithN. B. (Ed.), Current issues in reading. Newark, Del.: International Reading Association, 1969. Pp. 135–146.
7.
OsserM.WangM.ZaidF.The young child's ability to imitate and comprehend speech: a comparison of two subcultural groups. Child Development, 1969, 40, 1063–1075.
8.
SternC.KeislarE.Comparative effectiveness of echoic and modeling procedures in language instruction with culturally disadvantaged children. Journal of Special Education, 1969, 3, 171–175.
