Increasing language adequacy in the disadvantaged preschool child

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dc.contributor.advisorJohnson, Dale L.
dc.creatorCossum, Carol C.
dc.date.accessioned2022-06-28T15:51:05Z
dc.date.available2022-06-28T15:51:05Z
dc.date.copyright1969
dc.date.issued1969
dc.description.abstractThe problem of increasing the language adequacy of the disadvantaged preschool child is examined within the theoretical framework proposed by Bernstein. It is Bernstein's thesis that the early linguistic environment of the disadvantaged child typically limits him to a restricted language code adequate for maintaining immediate physical and social needs but inadequate for dealing with the language tasks of the early primary grades. The goal of intervention models is thus defined as providing for the disadvantaged preschool child the structural and functional elements of an elaborated language system to facilitate future academic performance. Four approaches to early language training are described and evaluated: the 'inventory' model which seeks to match specific verbal deficits with appropriate remedial training; the 'computer' model which programs the child with information processing skills essential to academic success; the 'operant' model which systematically reinforces desired verbal behaviors; and the 'recapitulation' model which identifies developmental stages and provides remedial training at levels the child has missed. It was concluded that well designed longitudinal studies with appropriate controls must be conducted before the effectiveness of the intervention models can be determined.
dc.description.departmentPsychology, Department of
dc.format.digitalOriginreformatted digital
dc.format.mimetypeapplication/pdf
dc.identifier.other11925310
dc.identifier.urihttps://hdl.handle.net/10657/10019
dc.language.isoen
dc.rightsThis item is protected by copyright but is made available here under a claim of fair use (17 U.S.C. Section 107) for non-profit research and educational purposes. Users of this work assume the responsibility for determining copyright status prior to reusing, publishing, or reproducing this item for purposes other than what is allowed by fair use or other copyright exemptions. Any reuse of this item in excess of fair use or other copyright exemptions requires express permission of the copyright holder.
dc.subjectChildren with social disabilities--Education (Preschool)
dc.subjectChildren with social disabilities--Education--Language arts.
dc.subjectChildren--Language.
dc.titleIncreasing language adequacy in the disadvantaged preschool child
dc.type.dcmiText
dc.type.genreThesis
dcterms.accessRightsThe full text of this item is not available at this time because it contains documents that are presumed to be under copyright and are accessible only to users who have an active CougarNet ID. This item will continue to be made available through interlibrary loan.
thesis.degree.departmentPsychology, Department of
thesis.degree.disciplinePsychology
thesis.degree.grantorUniversity of Houston
thesis.degree.levelMasters
thesis.degree.nameMaster of Arts

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