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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ428519
Record Type: CIJE
Publication Date: 1991
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0271-1214
Individual Differences in Language Delayed Children's Responses to Direct and Interactive Preschool Instruction.
Cole, Kevin N.; And Others
Topics in Early Childhood Special Education, v11 n1 p99-124 Spr 1991
This study compared the effects of 2 preschool curricula (Direct Instruction and Mediated Learning) on language development of 107 children with delayed language. No main effect differences were found between programs. Higher performing students on the pretest benefited more from Direct Instruction and lower performing students gained more from the Mediated Learning curriculum. (Author/JDD)
Descriptors: Academic Achievement, Aptitude Treatment Interaction, Curriculum, Instructional Effectiveness, Language Acquisition, Language Handicaps, Language Tests, Learning Strategies, Mediation Theory, Preschool Education
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Direct Instruction