Comparison of Academic and Cognitive Programs for Young Handicapped Children.

Dale, Philip S.; Cole, Kevin N.

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Peer reviewed

ERIC Number: EJ366133

Record Type: Journal

Publication Date: 1988

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: N/A

EISSN: N/A

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Comparison of Academic and Cognitive Programs for Young Handicapped Children.

Dale, Philip S.; Cole, Kevin N.

Exceptional Children, v54 n5 p439-47 Feb 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, Preschool Education, Program Effectiveness, Teaching Methods

Publication Type: Journal Articles; Reports - Evaluative

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Assessments and Surveys: McCarthy Scales of Childrens Abilities; Mean Length of Utterance; Test of Early Language Development

Grant or Contract Numbers: N/A

What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards

WWC Study Page: https://ies.ed.gov/ncee/wwc/Study/44811

Author Affiliations: N/A