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Direct language instruction and interactive language instruction with language delayed preschool children: A comparison study

Cole, K.; Dale, P.
This study compared two approaches to teaching preschool children with language delays: interactive instruction and Direct Instruction utilizing DISTAR Language. Pre- and post-intervention language skills were assessed, and the authors examined whether an aptitude by treatment interaction impacted intervention outcomes. Results indicate that no significant differences in language ability between groups and no significant aptitude by treatment interactions were demonstrated. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
DISTAR Language, interactive language instruction, language,
Journal of Speech and Hearing Research
Design type:
Randomized Experiment
Fidelity monitored:
Students included:
Preschool students, Students w/ Language Delays
Other tags:
DISTAR Language, interactive language instruction, language, Columbia Mental Maturity Scale, Carrow Auditory-Visual Abilities Test, Peabody Picture Vocabulary Test, Basic Language Concepts Test, Preschool Language Scale, Northwestern Syntax Screening Test
West: Pacific, University-affiliated Preschool
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