Effects of the "bright start" program in kindergarten on transfer and academic achievement

Early Childhood Research Quarterly

Volumn 14, Issue 1, 1999, Pages 111-141

  Tzuriel, David ^a   Kaniel, Shlomo ^b   Kanner, Ella ^b   Haywood, H Carl ^b  

^a BAR ILAN UNIVERSITY   (Israel)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0033473759     PISSN: 08852006     EISSN: None     Source Type: Journal    
DOI: 10.1016/S0885-2006(99)80009-X     Document Type: Article

References (78)

1. Bereiter, C. (1963). Some persisting dilemmas in the measurement of change. In C. W. Harris (Ed.), Problems in measuring change (pp. 3-20). Madison WI: University of Wisconsin Press.
2. Bereiter, C., & Engelmann, S. (1966). Effectiveness of direct verbal instruction on IQ performance and achievement in reading and arithmetic. Champaign, IL: Academic Preschool.
3. Burns, S. (1983). Comparison of "graduated prompt" and "mediational" dynamic assessment and static assessment with young children. Unpublished doctoral dissertation, Vanderbilt University.
4. Campione, J. C. (1989). Assisted assessment: A taxonomy of approaches and an outline of strengths and weaknesses. Journal of Learning Disabilities, 22, 151-165.
5. Campione, J. C., & Brown, A. L. (1987). Linking dynamic assessment with school achievement. In C. S. Lidz (Ed.), Dynamic assessment (pp. 85-115). New York: Guilford.
6. Cronbach, L. J., & Furby, L. (1970). How should we measure change - or should we? Psychological Bulletin, 74, 68-80.
7. Delclos, V. R., & Haywood, H. C. (1986). Mazes Test of Intrinsic Motivation. Unpublished manuscript, Vanderbilt University, Nashville TN.
8. Embretson, S. E. (1992). Measuring and validating cognitive modifiability as an ability: A study in the spatial domain. Journal of Educational Measurement, 29, 25-50.
9. Feuerstein, R., Klein, P. S., & Tannenbaum, A. (Eds.) (1991). Mediated Learning Experience (MLE). London; Freund.
10. Feuerstein, R., & Feuerstein, S. (1991). Mediated learning experience: A theoretical review. In R. Feuerstein, P. S. Klein & A. Tannenbaum (Eds.), Mediated Learning Experience (MLE) (pp. 352). London: Freund.
11. Feuerstein, R., & Rand, Y. (1974). Mediated learning experiences: An outline of the proximal etiology for differential development of cognitive functions. In L. Gold Fein (Ed.), International Understanding: Cultural differences in the development of cognitive processes, 9-10, 7-31.
12. Feuerstein, R., Rand, Y., & Hoffman, M.B. (1979). The dynamic assessment of retarded performers: The Learning Potential Assessment Device, theory, instruments, and techniques. Baltimore: University Park Press.
13. Feuerstein, R., Rand, Y., Hoffman, M., & Miller, R. (1980). Instrumental Enrichment. Baltimore: University Park Press.
14. Feuerstein, R., Rand, Y., & Rynders, J. E. (1988). Don't accept me as I am. New York: Plenum.
15. Gentner, D., & Markman, A. B. (1997). Structure mapping in analogy and similarity. American Psychologist, 52, 45-56.
16. Goswami, U. (1991). Analogical reasoning: What develops? A review of research and theory. Child Development, 62, 1-22.
17. Grigorenko, E. L., & Sternberg, R.J. (1998). Dynamic testing. Psychological Bulletin, 124, 75-111.
18. Gupta, R. M., & Coxhead, P. (Eds.). (1988) Cultural diversity and learning efficiency: Recent developments in assessment. London: NFER Nelson.
19. Guthke, J., & Stein, H. (1996). Are learning tests the better version of intelligence tests? European Journal of Psychological Assessment, 12, 1-13.
20. Haeussermann, E. (1958). Developmental potential of preschool children. New York: Grune & Stratton.
21. Hamers, J. H. M., Sijtsma, K., & Ruijssenaars A. J. J. M. (Eds.) (1993). Learning potential assessment. Amsterdam: Swets & Zeitlinger.
22. Haywood, H. C. (1968). Motivational orientation of overachieving and underachieving elementary school children. American Journal of Mental Deficiency, 72, 662-667.
23. Haywood, H. C. (1971). Individual differences in motivational orientation: A trait approach. In P. I. Day, D. E. Berlyne & D. E. Hunt (Eds.), Intrinsic motivation: A new direction in education. Toronto: Holt, Rinehart, and Winston.
24. Haywood, H. C. (1980). Motivational influences on learning and performance in disadvantaged youth. In S. Adiel, H. Shalom & M. Arieli (Eds.), Fostering deprived youth and residential education (pp. 69-80). Tel-Aviv: Mabat (In Hebrew).
25. Haywood, H. C. (1988). Dynamic assessment: The Learning Potential Assessment Device. In R. L. Jones (Ed.), Psychoeducational assessment of minority group children: A casebook. Richmond, VA: Cobb & Henry.
26. Haywood, H. C. (1992). Interactive assessment: A special issue. Journal of Special Education, 26, 233-234.
27. Haywood, H. C. (1995, November). Cognitive early education: Confluence of psychology and education. Paper presented at the Second International Congress on Psychology and Education, Madrid, Spain.
28. Haywood, H. C., Brooks, P., & Burns, S. (1986). Stimulating cognitive development at developmental level: A tested non-remedial preschool curriculum for preschoolers and older retarded children. In M. Schwebel & C. A. Maher (Eds.), Facilitating cognitive development: Principles, practices, and programs (pp. 127-147). New York: Haworth Press.
29. Haywood, H. C., Brooks, P., & Burns, S. (1992). Bright Start: Cognitive curriculum for young children. Watertown, MA: Charlesbridge Publishers.
30. Haywood, H. C., & Burke, W. P. (1977). Development of individual differences in intrinsic motivation. In I. C. Uzgiris & F. Weizman (Eds.), The structuring of experience (pp. 235-263). New York: Plenum.
31. Haywood, H, C., & Switzky, H. N. (1992). Ability and modifiability: What, how, and how much? In J. S. Carlson (Ed.), Cognition and educational practice: An international perspective (pp. 25-85). Greenwich, CT: JAI Press.
32. Haywood, H. C., & Tzuriel, D. (Eds.) (1992). Interactive assessment. New York: Springer-Verlag.
33. Haywood, H. C., Tzuriel, D., & Vaught, S. (1992). Psychological assessment from a transactional perspective. In H. C. Haywood & D. Tzuriel (Eds.), Interactive assessment (pp. 38-63). New York: Springer-Verlag.
34. Haywood, H. C., & Wachs, T. D. (1981). Intelligence, cognition, and individual differences. In M. J. Begab, H. C. Haywood & H. Garber (Eds.), Psychosocial influences in retarded performance. Vol. 1, Issues and theories in development (pp. 95-126). Baltimore: University Park Press.
35. Holyoak, K. J., & Thagard, P. (1995). Mental leaps: Analogy in creative thought. Cambridge, MA: MIT Press.
36. Holyoak, K. J., & Thagard, P. (1997). The analogical mind. American Psychologist, 52, 35-44.
37. Klaus, R. A., & Gray, S. W. (1970). The early training project: A seventh year report. Report to the National Institute of Mental Health.
38. Klein, P. S. (1982). Adelphi Parent Administered Readiness Test (APART). New York: Grant.
39. Klein, P. S. (1988). Stability and change in teraction of Israeli mothers and infants. Infant Behavior and Development, 11, 55-70.
40. Lidz, C. S. (1987). Dynamic assessment. New York: Guilford Press.
41. Lidz, C. S. (1991). Practitioners' guide to dynamic assessment. New York: Guilford Press.
42. Lidz, C. S. (1997). Dynamic assessment: Psychoeducational assessment with cultural sensitivity, Journal of Social Distress and the Homeless, 6, 95-111.
43. Luria, A. R. (1976). The working brain (B. Haigh, Trans.). New York: Basic Books.
44. Minkowich, A. (1976). Mathematics Readiness Test. Jerusalem: Ministry of Education Pedagogic Center.
45. Missiuna, C., & Samuels, M. (1989). Dynamic assessment of preschool children in special education with special needs: Comparison of mediation and instruction. Remedial and Special Education, 5, 122.
46. Montessori, M. (1967). The Montessori method. Cambridge, MA: Cambridge, Robert Bentley.
47. Ortar, G., & Ben-Shachar, N. (1972). Reading comprehension tests. Jerusalem: Ministry of Education and Culture.
48. Paour, J .L., Cèbe, S., Lagarrigue, P., & Luiu, D. (1993). A partial evaluation of Bright Start with pupils at risk of school failure. The Thinking Teacher, 8, 1-7.
49. Piaget, J., & Inhelder, B. (1974). The child's construction of quantities. London: Routledge and Kagan Paul.
50. Raven, J. C. (1956). Guide to using the Colored Progressive Matrices, Sets A, Ab, B. London: H.K. Lewis.
51. Rey, A. (1956). Test de copie et de réproduction de mémoire de figures géométriques complexes [Test of copying and memory reproduction of geometric figures]. Paris: Centre de Psychologie Appliquée.
52. Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development and social context. New York: Oxford University Press.
53. Samuels, M. T. (1998). Tzuriel, D. & Klein, P. Children's Analogical Thinking Modifiability Test. Journal of Psychoeducational Assessment, 16, 270-274.
54. Samuels, M. T., Killip, S. M., MacKenzie, H., & Fagan, J. (1992). Evaluating preschool programs: The role of dynamic assessment. In H. C. Haywood & D. Tzuriel (Eds.), Interactive assessment (pp. 251-271). New York: Springer-Verlag.
55. Simpson, S. (1985). Test for assessment and advancement of preschool children. Bar-Ilan University. Ramat-Gan, Israel.
56. Tzuriel, D. (1989a). Inferential cognitive modifiability in young socially disadvantaged and advantaged children. International Journal of Dynamic Assessment and Instruction, 1, 65-80.
57. Tzuriel, D. ( 1989b). Dynamic assessment of learning potential in cognitive education programs. The Thinking Teacher, 5, 14.
58. Tzuriel, D. ( 1991 ). Cognitive modifiability, mediated learning experience, and affective motivational processes: A transactional approach. In R. Feuerstein, P. S. Klein & A. Tannenbaum (Eds.), Mediated learning experience (MLE) (pp. 95-120), London: Freund.
59. Tzuriel, D. (1992). The dynamic assessment approach: A reply to Frisby and Braden. Journal of Special Education, 26, 302-324.
60. Tzuriel, D. (1996). Mediated learning experience in free-play versus structured situations among pre-school low-medium-and high-SES children. Child Development and Care, 126, 57-82.
61. Tzuriel, D. (1997). A novel dynamic assessment approach for young children: Major dimensions and current research. Educational and Child Psychology, 14, 83-106.
62. Tzuriel, D. (1998). Cognitive modifiability': Dynamic assessment of learning potential (in Hebrew). Tel Aviv: Sifriat Poalim.
63. Tzuriel, D., & Alfassi, M. (1994), Cognitive and motivational modifiability as a function of Instrumental Enrichment (IE) Program. Special Services in the Schools, 8, 91-128.
64. Tzuriel, D., & Caspi, N, (1992). Dynamic assessment of cognitive modifiability in deaf and hearing preschool children. Journal of Special Education, 26, 235-252.
65. Tzuriel, D., & Eiboshitz, Y. (1992). A Structured program for visual motor integration (SP-VMI) for children. Learning and Individual Differences, 4, 104-123.
66. Tzuriel, D., & Eran, Z. (1990). Inferential cognitive modifiability of kibbutz young children as a function of mother-child mediated learning experience (MLE) interactions. International Journal of Cognitive Education and Mediated Learning, 7, 103-117.
67. Tzuriel, D., & Ernst, H. (1990). Mediated learning experience and structural cognitive modifiability: Testing of distal and proximal factors by structural equation model. International Journal of Cognitive Education and Mediated Learning, 1, 119-135.
68. Tzuriel, D., & Haywood, H. C. (1992). The development of interactive-dynamic approaches for assessment of learning potential. In H. C. Haywood & D. Tzuriel (Eds.), Interactive assessment (pp. 3-37). New York: Springer-Verlag.
69. Tzuriel, D., Kaniel, S., Zeliger, M., Friedman, A., & Haywood, H. C. (1998). Effects of the "Bright Start" program in kindergarten on teachers' use of mediation and children's cognitive modifiability. Child Development and Care, 143, 1-20.
70. Tzuriel, D., & Kaufman, R. (in press). Mediated learning and cognitive modifiability: Dynamic assessment of young Ethiopian immigrants in Israel. Journal of Cross-Cultural Psychology.
71. Tzuriel, D., & Klein, P. S. (1985). Analogical thinking modifiability in disadvantaged, regular, special education, and mentally retarded children. Journal of Abnormal Child Psychologv, 13, 539-552.
72. Tzuriel. D., & Weiss, S. (1998). Cognitive modifiability as a function of mother-child mediated learning interactions, mother's acceptance-rejection, and child's personality. Early Childhood and Parenting, 7, 79-99.
73. Tzuriel, D., & Weitz, A. (1998). Mother-child mediated learning experience (MLE) strategies and child's cognitive modifiability among very low birth weight (VLBW) and Normally Born Weight (NBW) Children. Unpublished manuscript, School of Education, Bar Ilan University.
74. Vanden Wigngaert, R. (1991). Cognitive education with speech and language disordered children. The Thinking Teacher, 6, 1-5.
75. Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
76. Warnez, J. ( 1991 ). Implementation of the CCYC in a therapeutic center. The Thinking Teacher, 6, 7-9.
77. Weikart. D. P., & Schweinhart, L. J. (1997). High/Scope Perry preschool program. In G, W. Albee & T. P. Gullota (Eds.), Primary prevention works: Issues in children's and families' lives (Vol. 6, pp. 146-166). Thousand Oaks, CA: Sage.
78. Wertsch, J. V. (1985). Culture, communication and cognition: Vygotskian perspectives. New York: Cambridge University Press.