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.
Published Version
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