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Four Preschool Programs: Their Dimensions and Effects

Miller, L. B.; Dyer, J. L.
This study compared the effect of four preschool programs (Montessori, Traditional, Bereiter-Engelmann/DISTAR, Early Intervention Program) on students’ cognitive, social, motivational, and perceptual development through the second grade. Children were randomly assigned to one of the four programs. A group of students who did not receive preschool instruction was also included to serve as the control group. Preschool students were administered the Stanford Binet IQ test in the fall and spring. In the first grade, students were administered the Metropolitan Readiness Test (MRT) at the beginning of the year. The California Achievement Test (CAT) was administered to the students in the first and second grade. Results indicated that preschool IQ did not predict first grade achievement as well as prekindergarten achievement predicted first grade IQ. Second grade IQ and achievement results indicated that male Montessori students demonstrated the greatest achievement, but these superior scores were not represented in preschool achievement scores. Similarly, students in the DISTAR program recorded the highest scores on IQ and achievement, but their achievement in comparison to the other groups of students declined over the following three years. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
DISTAR; Math; reading; language; IQ; Montessori; Early Intervention Program; Stanford Binet; Metropolitan Readiness Test; California Achievement Test
Monographs of the Society for Research in Child Development
Design type:
Pretest Posttest Control Group with Random Assignment Design
Fidelity monitored:
Students included:
Preschool students, kindergarten students, elementary students, at-risk students, disadvantaged students
Metropolitan area, urban area, Louisville, Kentucky, preschool, elementary school

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