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Accounting for individual differences when comparing the effectiveness of remedial language teaching methods

Published online by Cambridge University Press:  28 November 2008

Philip Friedman  and
Karen A. Friedman
Philip Friedman*
Affiliation:
Howard University
Karen A. Friedman
Affiliation:
Howard University
*
Philip Friedman, Department of Psychoeducational Studies, School of Education, Howard University, Washington, DC 20059
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Abstract

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.

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Articles
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Applied Psycholinguistics , Volume 1 , Issue 2 , May 1980 , pp. 151 - 170
Copyright
Copyright © Cambridge University Press 1980

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