Learning Potential Assessment for Preschool Children. Final Report [microform]
- Bib ID:
- 5445533
- Format:
- Book and Microform
- Author:
- Vanderbilt Univ., Nashville, TN
- Online Version:
- https://eric.ed.gov/?id=ED249667
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- Description:
-
- [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1983
- 55 p.
- Summary:
-
Two methods of dynamic assessment, graduated prompt and mediation, were compared to each other and to static assessment of 60 mildly mentally retarded or academically at risk preschoolers. Measures included Ss' classification as learner or nonlearner, achievement on independent performance, achievement on pretest and transfer posttest, observed off-task behavior, and amount of time in training. Dynamic models were chosen because of advantages in identifying children with intellectual deficits and ascertaining educationally relevant diagnostic information. Ss receiving dynamic assessment showed learning potential not exhibited on static assessment. Ss receiving mediation dynamic assessment performed a transfer task better than the graduated prompt and static assessment groups. Amount of training time did not account for results. (Author/CL)
- Notes:
-
- Sponsoring Agency: Special Education Programs (ED/OSERS), Washington, DC.
- Contract Number: G008201038.
- Educational level discussed: Preschool Education.
- May also be available online. Address as at 14/8/18: https://eric.ed.gov/
- Reproduction:
- Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive.
- Subject:
- Other authors/contributors:
- Vanderbilt Univ., Nashville, TN
- Available From:
- ERIC
- Copyright:
-
In Copyright
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- Reason for copyright status:
- Until 2053 [Created/Published Date + 70 Years]
Copyright status was determined using the following information:
- Material type:
- Literary Dramatic Musical
- Published status:
- Published
- Publication date:
- 1983
Copyright status may not be correct if data in the record is incomplete or inaccurate. Other access conditions may also apply. For more information please see: Copyright in library collections.
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