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A Tutorial Language Program to Develop Abstract Thinking in Socially Disadvantaged Preschool Children
Marion Blank and Frances Solomon
Vol. 39, No. 2 (Jun., 1968), pp. 379-389
Stable URL: http://www.jstor.org/stable/1126952
Page Count: 11
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A specialized language program was developed to facilitate abstract thinking in young deprived children through short, individual tutoring sessions on a daily basis. The role of individual attention in the experiment was controlled through the use of a comparison group which had daily individual sessions without the specialized tutoring. A second comparison group was included which consisted of children who received their usual training in the regular nursery school program. The results show a marked gain in IQ for the groups who received the specialized tutoring and no significant gains for the control groups.
Child Development © 1968 Society for Research in Child Development