Descriptor
Source
| Journal of Early Intervention | 3 |
| Exceptional Children | 2 |
| American Journal on Mental… | 1 |
| Applied Psycholinguistics | 1 |
| Journal of Speech and Hearing… | 1 |
| Language, Speech, and Hearing… | 1 |
Author
| Cole, Kevin N. | 9 |
| Dale, Philip S. | 7 |
| Jenkins, Joseph R. | 4 |
| Mills, Paulette E. | 4 |
| McCabe, Joan Roth | 1 |
Publication Type
| Journal Articles | 9 |
| Reports - Research | 6 |
| Reports - Evaluative | 2 |
| Information Analyses | 1 |
| Opinion Papers | 1 |
Education Level
| Early Childhood Education | 1 |
| High Schools | 1 |
Audience
| Practitioners | 1 |
| Researchers | 1 |
Location
Laws, Policies, & Programs
Assessments and Surveys
| McCarthy Scales of Childrens… | 1 |
| Mean Length of Utterance | 1 |
| Test of Early Language… | 1 |
What Works Clearinghouse Rating
| Does not meet standards | 2 |
Peer reviewedCole, Kevin N.; Dale, Philip S. – Journal of Speech and Hearing Research, 1986
Forty-four language delayed preschoolers received either direct instruction or interactive instruction. After 8 months, children in both settings improved significantly and substantially on syntactic and semantic measures. There were no differences between the two groups at posttest nor any significant aptitude by treatment interactions for…
Descriptors: Cognitive Development, Language Acquisition, Language Handicaps, Preschool Education
Peer reviewedDale, Philip S.; Cole, Kevin N. – Exceptional Children, 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
Peer reviewedDale, Philip S.; Cole, Kevin N. – Language, Speech, and Hearing Services in Schools, 1991
In response to Leonard (EC 600 867), two aspects of language development are identified in which the discrepancies between domains of language and/or cognitive development often observed in specific language impairment children occur naturally as a consequence of individual variation in rate of development together with relative independence of…
Descriptors: Cognitive Development, Elementary Secondary Education, Individual Differences, Language Acquisition
Defining Language Delay in Young Children by Cognitive Referencing: Are We Saying More than We Know?
Peer reviewedCole, Kevin N.; And Others – Applied Psycholinguistics, 1990
Compares the effects of language intervention over a one-year period on two groups of young children with delayed language: one group with cognitive skills markedly above their language level, and the other group with similar delays in cognitive and language skills. (28 references) (GLR)
Descriptors: Cognitive Ability, Comparative Analysis, Evaluation Methods, Intervention
Peer reviewedMcCabe, Joan Roth; Jenkins, Joseph R.; Mills, Paulette E.; Dale, Philip S.; Cole, Kevin N. – Journal of Early Intervention, 1999
A study examined the effects of play-group composition (segregated or integrated) and category of play materials (functional, constructive, or dramatic) on cognitive level of play and language use of 24 preschool children with developmental disabilities. There were no effects for play-group composition, but category of play materials significantly…
Descriptors: Cognitive Development, Communication Skills, Groups, Instructional Materials
Direct linkCole, Kevin N.; Mills, Paulette E.; Jenkins, Joseph R.; Dale, Philip S. – Journal of Early Intervention, 2005
In a previous study of the differential effects of contrasting early intervention programs on later social behavior (Mills, Cole, Jenkins, & Dale, 2002), we found no differences in self-report of juvenile delinquency at age 15 for children enrolled in direct instruction and child-directed models. These results disconfirmed the conclusion of…
Descriptors: Early Intervention, Social Behavior, Social Differences, Social Development
Cole, Kevin N.; Mills, Paulette E.; Jenkins, Joseph R.; Dale, Philip S. – Journal of Early Intervention, 2005
In a previous study of the differential effects of contrasting early intervention programs on later social behavior (Mills, Cole, Jenkins, & Dale, 2002), we found no differences in self-report of juvenile delinquency at age 15 for children enrolled in direct instruction and child-directed models. These results disconfirmed the conclusion of…
Descriptors: Early Intervention, Social Behavior, Social Differences, Social Development
Cole, Kevin N.; And Others – American Journal on Mental Retardation, 1992
This study examined the stability over 1-year and 2-year periods of the relationship between a cognitive measure and 2 language measures in 125 children (ages 3-7) with developmental delays. Findings indicated substantial changes in the cognitive-language relationship over time, suggesting that the discrepancy model is not appropriate for service…
Descriptors: Cognitive Development, Cognitive Tests, Decision Making, Early Childhood Education
Peer reviewedMills, Paulette E.; Cole, Kevin N.; Jenkins, Joseph R.; Dale, Philip S. – Exceptional Children, 1998
This study compared three levels of inclusion (special education only, integrated special education, and mainstream placements) on the cognitive and language development of 66 preschool children with disabilities. Analysis of pre- to postgains revealed that integrated special education produced gains that significantly exceeded the rate of normal…
Descriptors: Cognitive Development, Comparative Analysis, Disabilities, Inclusive Schools
