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Reviews: Bereiter, Carl, and Engelmann, Siegfried. Teaching Disadvantaged Children. Englewood Cliffs, New Jersey: Prentice-Hall, 1966. 312 pp.

Reviews: Bereiter, Carl, and Engelmann, Siegfried. Teaching Disadvantaged Children. Englewood... REVIEWS BEREITER, CARL, and ENGELMANN, SIEGFRIED. Teaching Disadvantaged Children. Englewood Cliffs, New Jersey: Prentice-Hall, 1966. 312 pp. The central theme of Teaching Disadvantaged Children is the ac­ celerated acquisition of academic aptitudes among preschool culturally- deprived children. The administrative unit responsible for the ac­ celeration is a ". . . new kind of preschool for disadvantaged children." The preferred teaching adults in this preschool are elementary school teachers and the mothers of unspoiled children. The curriculum consists of reading, language, and arithmetic directed toward fifteen minimum, "tangible," and specific goals including the "ability to use both affirm­ ative and not statements in reply to the question 'what is this?'", (e.g., "This is a ball. This is not a book!"); to count objects correctly up to ten; to count aloud to 20 without help and to 100 with help at decade points (30, 40, etc.); to recognize and name the vowels and at least 15 consonants; and to acquire a sight reading vocabulary of at least four words in addition to proper names, with evidence that the printed word has the same meaning for the children as the corresponding spoken word. A cursory review of this sample of the goals http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Educational Research Journal SAGE

Reviews: Bereiter, Carl, and Engelmann, Siegfried. Teaching Disadvantaged Children. Englewood Cliffs, New Jersey: Prentice-Hall, 1966. 312 pp.

American Educational Research Journal , Volume 3 (4): 2 – Nov 1, 1966

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Publisher
SAGE
Copyright
Copyright © by SAGE Publications
ISSN
0002-8312
eISSN
1935-1011
DOI
10.3102/00028312003004313
Publisher site
See Article on Publisher Site

Abstract

REVIEWS BEREITER, CARL, and ENGELMANN, SIEGFRIED. Teaching Disadvantaged Children. Englewood Cliffs, New Jersey: Prentice-Hall, 1966. 312 pp. The central theme of Teaching Disadvantaged Children is the ac­ celerated acquisition of academic aptitudes among preschool culturally- deprived children. The administrative unit responsible for the ac­ celeration is a ". . . new kind of preschool for disadvantaged children." The preferred teaching adults in this preschool are elementary school teachers and the mothers of unspoiled children. The curriculum consists of reading, language, and arithmetic directed toward fifteen minimum, "tangible," and specific goals including the "ability to use both affirm­ ative and not statements in reply to the question 'what is this?'", (e.g., "This is a ball. This is not a book!"); to count objects correctly up to ten; to count aloud to 20 without help and to 100 with help at decade points (30, 40, etc.); to recognize and name the vowels and at least 15 consonants; and to acquire a sight reading vocabulary of at least four words in addition to proper names, with evidence that the printed word has the same meaning for the children as the corresponding spoken word. A cursory review of this sample of the goals

Journal

American Educational Research JournalSAGE

Published: Nov 1, 1966

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