Treatment Effectiveness of Large Group Basic Concept Instruction With Head Start Students The ability to understand and use basic concepts is a key to academic success. This study demonstrated that short-term, large-group basic concept instruction significantly improved the basic concept scores of children in Head Start as measured by the Boehm Test of Basic Concepts-Revised (Boehm, 1986a). The intervention combined direct instruction, ... Research Article
Research Article  |   April 01, 1991
Treatment Effectiveness of Large Group Basic Concept Instruction With Head Start Students
 
Author Affiliations & Notes
  • Holly Seifert
    Grays Harbor Community Hospital, Aberdeen, WA
  • Ilsa Schwarz
    University of Oregon, Eugene, OR
  • Requests for reprints may be sent to Ilsa E. Schwarz, Ph.D., Communication Disorders and Sciences, University of Oregon, Eugene, OR 97403.
Article Information
School-Based Settings / Language Disorders / Research Articles
Research Article   |   April 01, 1991
Treatment Effectiveness of Large Group Basic Concept Instruction With Head Start Students
Language, Speech, and Hearing Services in Schools, April 1991, Vol. 22, 60-64. doi:10.1044/0161-1461.2202.60
History: Received November 6, 1989 , Accepted May 24, 1990
 
Language, Speech, and Hearing Services in Schools, April 1991, Vol. 22, 60-64. doi:10.1044/0161-1461.2202.60
History: Received November 6, 1989; Accepted May 24, 1990

The ability to understand and use basic concepts is a key to academic success. This study demonstrated that short-term, large-group basic concept instruction significantly improved the basic concept scores of children in Head Start as measured by the Boehm Test of Basic Concepts-Revised (Boehm, 1986a). The intervention combined direct instruction, interactive and incidental teaching techniques, and enabled the speech-language pathologist to serve children effectively.

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