Literaturnachweis - Detailanzeige
| Autor/in | Houston, David Ree |
|---|---|
| Titel | A Comparison of Written Compositions of Head-Start Pupils with Non-Head-Start Pupils. |
| Quelle | (1969), (97 Seiten) |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Black Students; Comparative Testing; Grade 4; Intelligence; Language Acquisition; Performance Factors; Sentence Structure; Sentences; Vocabulary Development; Writing (Composition); Writing Skills; Written Language |
| Abstract | This study--a follow-up to one conducted by Giles in 1965-- compared the written compositions of fourth grade pupils who had been in Project Head Start in the summer of 1965 with those of comparable pupils not in the program to determine possible differences in their written language development. Seventy Negro students were divided by sex and intelligence (as measured by the "Kulmann-Anderson Intelligence Test, Seventh Edition Form D") and then were asked to write one composition apiece in response to a short film without narration. These compositions were analyzed for sentence complexity, sentence quantity, sentence relatedness, richness of detail, and precision of vocabulary. It was found that non-Head Start boys rated significantly higher in sentence quantity than Head Start boys and that non-Head Start pupils of average intelligence were also found to use significantly more sentences than Head Start pupils of average intelligence. However, Head Start pupils with low intelligence rated significantly higher in the number of sentences used than non-Head Start pupils with low intelligence. On all group comparisons, Head Start pupils showed no statistically significant overall advantage over non-Head Start pupils. It was concluded that Head Start pupils were found to show no significant written language maturity over non-Head Start pupils. (Author/DD) |
| Anmerkungen | University Microfilms, A Xerox Company, Dissertation Copies Post Office Box 1764, Ann Arbor, Michigan 48106 (Order No. 70-9136, MFilm $4.00, Xerography $10.00) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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