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ArtikelAccounting for individual differences when comparing the effectiveness of remedial language teaching methods  
Oleh: Friedman, Karen A. ; Friedman, Philip
Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Applied Psycholinguistics vol. 1 no. 2 (May 1980), page 151-170.
Ketersediaan
  • Perpustakaan PKBB
    • Nomor Panggil: 405/APP/1
    • Non-tandon: tidak ada
    • Tandon: 1
 Lihat Detail Induk
Isi artikelTwo 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 x 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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