The Model A and Model C Title I evaluation options were compared by using both options to measure the effectiveness of handicap intervention in a Head Start program. Two hundred three children in Jackson County (Oregon) were pretested with the Developmental Indicators of Learning Test (DIAL), the Peabody Picture Vocabulary Test (PPVT), the Visual-Motor Integration Scale (VMI), and the Carrow Elicited Language Inventory (CELI). The 43 children who scored below the predetermined cut-off level were placed in a six-month intervention program. One hundred forty-nine children remaining in the Head Start program in May were posttested with the same tests. Model A analysis of mean scores of the intervention group indicated significant score change on all three testing instruments. Model C analysis indicated no positive score change. It was posited that the Model A effect in this project was large because it combined a positive intervention effect with a positive general program effect. The Model C option showed no effect because the estimated nonintervention scores were very large due to the large positive score change in the nonintervention group.

This theses deals with diagnostic of speech development of pre-school children. Its focus is on lexical-semantic language level. The goal of my work is to trace and map diagnostic possibilities in the lexical- semantic area of of pre-school children and to introduce the international PPVT test , considering its adaptation into czech language environment. Theses consists of two parts - the theoretical and empiric. Theoretical part is concern with the most important theories and personalities in the speech development and the process of experiencing language, characteristics of pre-school period, ontogenesis of speech and the ways to evaluate vocabulary and semantics in Czech and overseas. The empiric part examines the usages of PPVT in czech environment. The survey was realised by quantitative research, using datas from 236 tested individuals. The PPVT was adapted into czech language and given to preschool children, whose results were compared with the results of american children. The outcomes of the empiric part could be a solution for future research in the area, with the purpose of adapting a testing- language instrument into czech language and widening the limited possibilities in the field of language and speech development evaluation. Keywords: ontogenesis of speech, pre-school period,...

The purpose of this investigation was to compare the results as recorded in mental ages of the PPVT and TACL when used with developmentally delayed children. One aspect was to observe how well the mean mental age from each test would compare with the mean mental age obtained from psychometric testing (WISC-R or SB-LM results). Another aspect was to determine how well the data from the PPVT and from the TACL would correlate with the psychometric testing results.

The Progressive Era affected the South in different ways from other regions of the United States. Because Southern society was more entrenched in patriarchy and traditional social strictures, Nashville provides an excellent lens in which to assess the vision of a New South city. Known as “Athens of the South,” Nashville legitimized this title with the emergence of several colleges and universities of regional and national prominence in the 1880s and 1890s. In the first two decades of the twentieth century, Nashville’s universities solidified their status as reputable institutions, with Vanderbilt and Fisk Universities garnering national prominence. Within Nashville, local colleges, including Ward Belmont College, David Lipscomb University, Peabody College, Roger Williams University, and Meharry Medical College shaped and were shaped by the growing city. Higher education and urbanization created a dialectic that produced a new generation and a new monied class of young adults who thought and acted differently from their parents. Moreover, women became more active participants in public spheres because of opportunities provided by higher education. In most cases, Nashville’s women continued to use their husband’s prominence to earn greater success. In regard to race, the city’s African American colleges helped to produce men and women who formed the backbone of the rising black middle class and elite in the South. Nashville endured great change, formally beginning with the 1897 Tennessee Centennial Exposition, whereby the city’s trajectory followed a more modern approach, albeit southern style. Higher education played a large role in the direction of the city, both literally and figuratively. Shifts in attitude toward race, gender, and leisure combined to create a new youth culture. Young women and men socialized on and off campus through a variety of new forms of recreation. The experience of “college life” was more than attending classes but rather a fluid phase beginning with youthfulness and ending with adulthood. Social interaction increasingly became a major component of college life; the city of Nashville simply provided the stage. By U.S. entrance into World War I, Nashville had legitimized its position as a Southern urban center of entertainment and higher education.