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Interaction between early intervention curricula and student characteristics

Cole, K.; Dale, P.; Mills, P.; Jenkins, J.
Abstract:
This four year study compared the effects of two early intervention programs, Mediated Learning (ML) and DISTAR, on the academic achievement of students with mild to moderate disabilities. One hundred sixty four students who had no previous preschool experience and were eligible for special education services, participated in this study. Students were randomly assigned to classrooms using either the Mediated Learning or DISTAR program. The McCarthy Scales of Children’s Abilities (MSCA), Peabody Picture Vocabulary Test-Revised (PPVT-R), Test of Early Language Development (TELD), and the Test of Early Reading Ability (TERA) were administered each year. Results indicated that students who performed relatively higher on the pretest gained more with the DISTAR program, and students who performed relatively lower on the pretest recorded greater gains with the ML program. Additionally, the posttest differences between subjects with low versus high abilities at pretest are more prominent among DISTAR students than those in the ML program. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
1993
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
DISTAR; Language; Reading; Math; Mediated Learning
Source:
Exceptional Children
Volume:
60
Number:
1
Pages:
17-28
Design type:
Pretest Posttest Control Group with Random Assignment Design
Fidelity monitored:
Yes
Students included:
Preschool students, kindergarten students, students with disabilities, students with learning disabilities, special education students, Caucasian students, African American students
Other tags:
McCarthy Scales of Children’s Abilities (MSCA), Peabody Picture Vocabulary Test-Revised (PPVT-R), Test of Early Language Development (TELD), and the Test of Early Reading Ability (TERA)
Location/Setting:
Laboratory school
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