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Direct language instruction and interactive language instruction with language delayed preschool children: a
Journal of Speech and Hearing Research
|June 1, 1986
Summary
Both direct language instruction and interactive language instruction significantly improved preschool children's language skills. No differences were found between the two teaching methods or in aptitude-treatment interactions.
Area of Science:
- Early Childhood Education
- Developmental Psychology
- Language Acquisition
Background:
- Direct language instruction and interactive language instruction stem from different theoretical frameworks.
- These approaches utilize distinct behavioral techniques for language development.
Purpose of the Study:
- To compare the effectiveness of direct versus interactive language instruction on various language skills.
- To investigate if aptitude-treatment interactions influence intervention outcomes in preschool children.
Main Methods:
- Forty-four preschool-aged children were randomly assigned to either direct or interactive instruction classrooms.
- Intervention lasted for 8 months, with language skills assessed pre- and post-intervention.
Main Results:
- Both direct and interactive instruction groups showed significant improvements in syntactic and semantic language measures.
- No significant differences in language outcomes were observed between the two instructional groups at posttest.
- No significant aptitude by treatment interactions were found for cognitive or language pretest measures.
Conclusions:
- Both direct and interactive language instruction methods are effective in enhancing preschool children's language skills.
- Current evidence does not support the existence of significant aptitude-treatment interactions in this context.
- Further research may be needed to definitively demonstrate aptitude-treatment interactions in language intervention.