[artículo]
| Título : |
Effects of a preschool plus follow-on intervention for children at risk |
| Tipo de documento: |
texto impreso |
| Autores: |
Arthur J. Reynolds, Autor |
| Fecha de publicación: |
2020 |
| Artículo en la página: |
pp. 549-594 |
| Idioma : |
Inglés (eng) Idioma original : Inglés (eng) |
| Palabras clave: |
Grado de repetición , Capacidad interpersonal , de intervención , rendimiento en matemáticas , participación de los padres , de colocación , la eficacia del programa , Evaluación de Programas , mejora la lectura , educación especial , Adaptación del estudiante |
| Resumen: |
The effects of the Chicago Child Parent Center and Expansion Program were investigated for 6 social competence outcomes up to 2 years postprogram. A total of 1,106 low-income Black children were differentially exposed to school-based, comprehensive-service components for up to 5 or 6 years of intervention (preschool to Grade 3). Results indicated that the duration of intervention was significantly associated, in the expected direction, with reading and mathematics achievement,... |
| Link: |
./index.php?lvl=notice_display&id=25149 |
in Annual progress in child psychiatry and child develoment > Año 1995 [06/11/2020] . - pp. 549-594
[artículo] Effects of a preschool plus follow-on intervention for children at risk [texto impreso] / Arthur J. Reynolds, Autor . - 2020 . - pp. 549-594. Idioma : Inglés ( eng) Idioma original : Inglés ( eng) in Annual progress in child psychiatry and child develoment > Año 1995 [06/11/2020] . - pp. 549-594
| Palabras clave: |
Grado de repetición , Capacidad interpersonal , de intervención , rendimiento en matemáticas , participación de los padres , de colocación , la eficacia del programa , Evaluación de Programas , mejora la lectura , educación especial , Adaptación del estudiante |
| Resumen: |
The effects of the Chicago Child Parent Center and Expansion Program were investigated for 6 social competence outcomes up to 2 years postprogram. A total of 1,106 low-income Black children were differentially exposed to school-based, comprehensive-service components for up to 5 or 6 years of intervention (preschool to Grade 3). Results indicated that the duration of intervention was significantly associated, in the expected direction, with reading and mathematics achievement,... |
| Link: |
./index.php?lvl=notice_display&id=25149 |
|
Effects of a preschool plus follow-on intervention for children at risk en Annual progress in child psychiatry and child develoment, Año 1995 ([06/11/2020])
