Descriptor
| Language Acquisition | 2 |
| Teaching Methods | 2 |
| Cognitive Development | 1 |
| Interaction | 1 |
| Intervention | 1 |
| Language Teachers | 1 |
| Memory | 1 |
| Mild Disabilities | 1 |
| Parent Child Relationship | 1 |
| Parent Education | 1 |
| Parents as Teachers | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 2 |
| Reports - Evaluative | 2 |
Education Level
| Early Childhood Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
| Mean Length of Utterance | 2 |
| McCarthy Scales of Childrens… | 1 |
| Test of Early Language… | 1 |
What Works Clearinghouse Rating
| Does not meet standards | 2 |
Peer reviewedDale, Philip S.; Cole, Kevin N. – Exceptional Children, 1988
Two highly contrasting models of preschool education for mildly handicapped children were compared. Direct Instruction led to greater gains on the Test of Early Language Development and the Basic Language Concepts test. Mediated Learning led to greater gains on the McCarthy Verbal and Memory scales and Mean Length of Utterance measure. (Author/VW)
Descriptors: Cognitive Development, Language Acquisition, Memory, Mild Disabilities
Direct linkPeterson, Pete; Carta, Judith J.; Greenwood, Charles – Journal of Early Intervention, 2005
A multiple baseline design across three parent-child dyads of families with multiple risk factors was used to determine the effectiveness of teaching parents to use milieu language teaching procedures. Parents were taught to use two sets of milieu language teaching skills: responsive interaction and incidental teaching. Results showed that parents…
Descriptors: Interaction, Verbal Stimuli, Teaching Skills, Risk
