Abstract
The ability to understand and use basic concepts is a key to academic success. This study demonstrated that short-term, large-group basic concept instruction significantly improved the basic concept scores of children in Head Start as measured by the Boehm Test of Basic Concepts-Revised (Boehm, 1986a). The intervention combined direct instruction, interactive and incidental teaching techniques, and enabled the speech-language pathologist to serve children effectively.
Full Text 
Sign-in/Register to access full text options
Sign-in/Register to access full text options 
Published version (
Free)
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
