Application of Watts's Human Interaction Scale to the study of competence-supporting aspects of day care environments.

Observed 12 2-yr-olds in 2 day-care centers with different adult–child ratios and resources. Ss were videotaped for 45 min in 7–25-min blocks during waking hours. Observations were categorized according to J. C. Watts's (1973) scale for each behavior setting in each center. Results indicate that Ss in the center with the 1:3 adult–child ratio received interaction experiences similar to those reported by Watts for comparably aged children who developed high levels of competence, while Ss in the other center (a 1:6 ratio) received interaction experiences comparable to those reported by Watts for children who developed lower levels of competence. (French summary) (3 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Estimating root word vocabulary growth in normative and advantaged populations: Evidence for a common sequence of vocabulary acquisition.

Root word vocabulary was studied in 2 normative samples (English-speaking, wide socioeconomic range) and in an advantaged sample. The authors estimated that in 2nd grade, the mean normative vocabulary was 5,200 root words, increasing to approximately 8,400 root words by 5th grade. During grades 3–5, the lowest quartile added about 3 root words a day, whereas the highest quartile added about 2.3 words a day. However, by 5th grade, children in the lowest quartile had only reached average 4th-grade level because they had such a small vocabulary in 2nd grade. There is evidence that words are learned in roughly the same order. The implications of these findings suggest (a) that greater efforts should be made to foster vocabulary acquisition in the primary years and (b) that a rough vocabulary curriculum sequence can be identified for the elementary years. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Compensatory Education in the Preschool.

Reviews the book, Compensatory Education in the Preschool by Mary J. Wright (No Year Specified). Compensatory education has been tried and it apparently has succeeded. This reversal of Jensen's 1969 conclusion has very significant implications for education in the 1980s. Wright's long-awaited publication of her program and the research supporting it should prove to be both a useful guide for those involved in implementing such programs or in educating teachers of the young, and an addition to the literature on evaluation of compensatory education. Her book is really two separate books--one an excellent guide to the operation of an effective program for three- and four-year-old children (both "disadvantaged" and "advantaged")--the other, a detailed report of evaluation research. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An effective method for building meaning vocabulary in primary grades.

Teaching vocabulary to primary grade children is essential. Previous studies of teaching vocabulary (word meanings) using story books in the primary grades reported gains of 20%-25% of word meanings taught. The present studies concern possible influences on word meaning acquisition during instruction (Study 1) and increasing the percentage and number of word meanings acquired (Study 2). Both studies were conducted in a working-class school with approximately 50% English-language learners. The regular classroom teachers worked with their whole classes in these studies. In Study 1, average gains of 12% of word meanings were obtained using repeated reading. Adding word explanations added a 10% gain for a total gain of 22%. Pretesting had no effect on gains. In Study 2, results showed learning of 41% of word meanings taught. At this rate of learning word meanings taught, it would be possible for children to learn 400 word meanings a year if 1,000 word meanings were taught. The feasibility of teaching vocabulary to primary grade children is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)