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

KEVIN N. COLE · Philip S. Dale · Paulette E. Mills

52 citations0/0 files storedTopics in Early Childhood Special Education

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Language Development and Disorders Early Childhood Education and Development Educational and Psychological Assessments

Abstract

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.

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References

1982Lasting Effects of Early Education: A Report from the Consortium for Longitudinal Studies 1967Teaching Disadvantaged Children in the Preschool 1966Teaching disadvantaged children in the preschool 2013Learning and Individual Differences 1980Assessing language production in children 1977Teaching Reading and Language to the Disadvantaged— What We Have Learned from Field Research 1976Adult-child discourse: Developmental interaction between information processing and linguistic knowledge 1989Aptitude-treatment interaction as a framework for research on individual differences in learning.

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