Access the full text.
Sign up today, get DeepDyve free for 14 days.
References for this paper are not available at this time. We will be adding them shortly, thank you for your patience.
Three articles in this section deal specifically with the effects of early intervention programs in samples of students defined to be "at risk" for academic difficulty. The interventions are very different, but they show demonstrably positive effects in these samples, highlighting the critical impor tance of continued attention and support of effective early childhood interventions. Frances Campbell and Craig Ramey evaluated the long-term intellectual and academic benefits of the Carolina Abecedarian Project (ABC). Unlike many other investigations of Head Start programs, this research-based pro gram followed children over a 10-year period of schooling, until they were 15 years old, comparing treated students with comparable untreated controls. Comparisons were also made between students receiving the program in preschool and those whose introduction was delayed until elementary school. Results showed significantly higher academic performance for stu dents given earliest treatment in preschool. Most importantly, these advan tages were found to remain significant 7-10 years after treatment subsided. Steven Ross, Lana Smith, Jason Casey, and Robert Slavin provide a comparison of the processes and outcomes associated with two widely adopted programs for improving the reading performance of at-risk children: Reading Recovery and Success for All. Their careful analyses of these pro grams during one school year reveal advantages for each approach and suggest the benefits of combining elements of these complementary efforts. A very different kind of research study by Susan Neuman, Tracy Hage- dorn, Donna Celano, and Pauline Daly describes a collaborative interview- discussion approach to family literacy offered to teenag e mothers in an African- American community. The mothers worked with professionals on ways to pro mote and support their children's school success for 10 one-hou r sessions. The mothers' beliefs about early learning were elicited as part of the data collected and used to direct and personalize discussion activities. These researchers feel their model might provide impetus for others wh o work with teenage parents to help promote early literacy development in their children. Also included in this issue are two remaining articles: David Johnson, Roger Johnson, Bruce Dudley, Marty Ward, and Douglas Magnuson investi gate the effects of a peer mediation program on the conflict resolution strategies employed by elementary grade students. Their findings show signif icant differences between conflicts occurring in the school and those occurring in the home. There was also a significant impact of the program on the resolution strategies used by the children. Finally, Anthony Pellegrini, Patti Huberty, and Ithel Jones examine the effects of the timing of recess periods in kindergarten, second-grade, and fourth-grade classrooms on children's classroom and recess behavior. They interpret their findings in terms of play deprivation theory, and massed versus distributed practice.
American Educational Research Journal – SAGE
Published: Jun 24, 2016
You can share this free article with as many people as you like with the url below! We hope you enjoy this feature!
Read and print from thousands of top scholarly journals.
Already have an account? Log in
Bookmark this article. You can see your Bookmarks on your DeepDyve Library.
To save an article, log in first, or sign up for a DeepDyve account if you don’t already have one.
Copy and paste the desired citation format or use the link below to download a file formatted for EndNote
Access the full text.
Sign up today, get DeepDyve free for 14 days.
All DeepDyve websites use cookies to improve your online experience. They were placed on your computer when you launched this website. You can change your cookie settings through your browser.