Suggests that disadvantaged children may be verbally illiterate but have a high degree of visual literacy. Work with visual signs, compositions, and experiences through the child's use of a camera seems to improve the child's verbal development and also may improve his written composition. Bibliography. (RW)

The Word Meaning section of the Metropolitan Readiness Test, Form A, was questioned as a true measure of the capabilities of culturally disadvantaged children. Therefore, an attempt was made to compare the Metropolitan Reading Readiness Test with a test in which as many objects as possible were renamed to coincide with the language of the students…

Strengthening and changing the curriculum to meet the needs of the inner-city child must be done by recognizing both the cultural aspects of the child's environment and the actual problems that he faces rather than by imposing traditional middle-class values, activities, and language. Steps suggested to both the teacher and the parent for…

After taking base rate measures of verbal behavior, using a specially devised Story Telling Test and selected sub-tests from the Illinois Test of Psycholinguistic Abilities, 34 children with a mean age of 4-4, attending a year-round Head Start program, were assigned to matched experimental and control groups. The children in the experimental group…

To produce and evaluate a language development program for culturally deprived preschool children based on characteristics of Piaget's theory of intelligence, a 6-week experimental study was carried out in Project Headstart, Starkville, Mississippi. Randomly-selected, 45 Negro Headstart enrollees made up three groups--two were taught the…