ISSN:
0142-7164
Source:
Cambridge Journals Digital Archives
Topics:
Linguistics and Literary Studies
,
Psychology
Notes:
Two language intervention methods were compared on their effectiveness at improving syntactic structures as measured by gain scores on the Developmental Sentence Scoring (DSS) procedure. Forty-one expressive language delayed children were assigned to either an Interactive approach (n = 25) or a Programmed approach (n = 16), following a series of 13 pre-training diagnostic tests. An analysis of group mean DSS gain scores did not indicate a significant difference between the two teaching methods. However, when individual differences on the pre-training tests were incorporated into further group comparisons, disordinal Aptitude × Treatment interactions occurred for measures of intelligence, initial syntax level, and visual-motor integration. The Interactive approach optimized syntax improvement for children with relatively high pre-training scores on each of the three measures, whereas the Programmed approach resulted in superior syntax performance for low-scoring children.
Type of Medium:
Electronic Resource
URL:
http://dx.doi.org/10.1017/S0142716400000813
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