This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Cole, K. N. Articles by Mills, P. E. Search for Related Content Social Bookmarking                         What's this?

Individual Differences in Language Delayed Children's Responses to Direct and Interactive Preschool Instruction

Philip S. Dale

Paulette E. Mills

University of Washington

This study examined the relative effects of two highly contrasting preschool curricula on language development for children with delayed language. Direct Instruction (DI) and Mediated Learning (ML) were compared in a randomized design. Systematic observations documented implementation of the programs and differences between the programs. No main effect differences were found between programs. Aptitude by treatment interaction analyses indicated that children with relatively higher scores on the pretest McCarthy General Cognitive Index and pretest Preschool Language Assessment Inventory benefited to a greater degree in language development from Direct Instruction, whereas relatively lower performing students on the two pretest variables gained more language skills from the Mediated Learning curriculum.

Topics in Early Childhood Special Education, Vol. 11, No. 1, 99-124 (1991)
DOI: 10.1177/027112149101100110


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				L. E. Hewitt, A. S. Hinkle, and A. W. Miccio Intervention to Improve Expressive Grammar for Adults With Down Syndrome Communication Disorders Quarterly, January 1, 2005; 26(3): 144 - 155. [Abstract] [PDF]

				S. F. Warren The Future of Early Communication and Language Intervention Topics in Early Childhood Special Education, January 1, 2000; 20(1): 33 - 37. [Abstract] [PDF]

				M. L. Hemmeter Classroom-Based Interventions: Evaluating the Past and Looking Toward the Future Topics in Early Childhood Special Education, January 1, 2000; 20(1): 56 - 61. [Abstract] [PDF]

				V. F. Gutierrez-Clellen, B. Conboy, S. Brown, and C. Robinson-Zanartu Modifiability: A Dynamic Approach to Assessing Immediate Language Change Communication Disorders Quarterly, January 1, 1998; 19(2): 31 - 42. [Abstract] [PDF]

				K. N. COLE, P. E. MILLS, P. S. DALE, and J. R. JENKINS Preschool Language Facilitation Methods and Child Characteristics Journal of Early Intervention, January 1, 1996; 20(2): 113 - 131. [Abstract] [PDF]

				S. F. Warren and P. J. Yoder Communication and Language Intervention: Why a Constructivist Approach is Insufficient Journal of Special Education, January 1, 1994; 28(3): 248 - 258. [Abstract] [PDF]

				L. S. Schutter and R. P. Brinker Conjuring a New Category of Disability from Prenatal Cocaine Exposure: Are the Infants Unique Biological or Caretaking Casualties? Topics in Early Childhood Special Education, January 1, 1992; 11(4): 84 - 111. [Abstract] [PDF]