Volume 1, Issue 1 (1972)
The Effectiveness of an Enrichment Program for Disadvantaged Young Children
M.F. Shore, C. Malasky, N.A. Milgram
Evaluation of a Follow-Through Program for 53 disadvantaged first-grade children revealed major changes in children’s feelings of control (as indicated by a specially developed LOCUS of Control Interview) when compared with a matched group of children in regular first-grade classrooms in the same suburban area. Changes in reading readiness (Metropolitan Reading Readiness) and non-verbal intelligence (Raven Colored Progressive Matrices) were meager in comparison. Differences were found between sexes with girls changing more significantly than boys. Differences were also found among teachers, with the youngest and least experienced teacher the most effective, both in changing locus of control and in bringing about changes in reading readiness. Considering the major problems in measurement and the limited duration of the enrichment program, these findings seem particularly encouraging. As the results suggest, the pessimism often surrounding enrichment programs may be unwarranted. Personality changes indeed may be prerequisites to cognitive changes in the disadvantaged.
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