Follow-up of children from academic and cognitive preschool curricula at age 9.: An article from: Exceptional Children

This digital document is an article from Exceptional Children, published by Council for Exceptional Children on February 1, 1995. The length of the article is 6996 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.

From the author: This study reports on cognitive, academic, and social outcomes al age 9 years for a group of 141 children who participated in two highly contrasting early intervention programs, mediated learning (ML) and direct instruction (DI). Consistent with results at the end of intervention, no main-effect differences between the two groups were obtained. Also consistent with earlier results, there were several significant aptitude-by-treatment interactions. Initially higher performing children at pretest gained more from DI, whereas initially lower performing children gained more from ML. These interactions, of the same magnitude of those observed several years earlier, appear to reflect an enduring effect of the early programs.

Citation Details
Title: Follow-up of children from academic and cognitive preschool curricula at age 9.
Author: Paulette E. Mills
Publication:Exceptional Children (Refereed)
Date: February 1, 1995
Publisher: Council for Exceptional Children
Volume: v61 Issue: n4 Page: p378(16)

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