Year-end Sale % OFF 
Abstract
This study examined the relative effects of two highly contrasting early intervention programs, Mediated Learning (ML) and Direct Instruction (DI), in a randomized design. Subjects were children (ages 3–7 years) with mild to moderate disabilities in cognitive, language, socioemotional, and motor development. No main effect differences between the two groups were found on a battery of cognitive, language, and motor measures. Aptitude-x-Treatment Interaction (ATI) analyses of pretest and posttest results indicated that, contrary to conventional wisdom, relatively higher performing students gained more from DI, whereas relatively lower performing students gained more from ML. Although ATIs were significant, the effect sizes were modest (3%-8% of variance) and do not yet warrant major changes in educational practices
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
