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References
Met WWC evidence standards with reservations
Cole, K. N., Dale, P. S., Mills, P. E., & Jenkins, J. R. (1993). Interaction between early intervention curricula and student characteristics. Exceptional Children, 60 (1), 17–28.
Additional source:
Cole, K. N., Dale, P. S., & Mills, P. E. (1991). Individual differences in language delayed children's responses to direct and interactive preschool instruction. Topics in Early Childhood Special Education, 11 (1), 99–124.
Did not meet WWC evidence screens
Cole, K. N., & Dale, P. S. (1986). Direct language instruction and interactive language instruction with language delayed preschool children: A comparison study. Journal of Speech and Hearing Research, 29 (2), 206–217.9
Dale, P. S., & Cole, K. N. (1988). Comparison of academic and cognitive programs for young handicapped children. Exceptional Children, 54 (5), 439–447.10
Additional sources:
Cole, K. N., Mills, P. E., & Dale, P. S. (1989). A comparison of the effects of academic and cognitive curricula for young handicapped children one and two years postprogram. Topics in Early Childhood Special Education, 9 (3), 110–127.Cole, K. N., Mills, P. E., Jenkins, J. R., & Dale, P. S. (2005). Early intervention curricula and subsequent adolescent social development: A longitudinal examination. Journal of Early Intervention, 27 (2), 71–82.
Dale, P. S., Mills, P. E., Cole, K. N., & Jenkins, J. R. (2004). When paths diverge: "Errors of prediction" from preschool test scores to later cognitive and academic measures. The Journal of Special Education, 37 (4), 237–248.
Dale, P. S., Jenkins, J. R., Mills, P. E., & Cole, K. N. (2005). Follow- up of children from academic and cognitive preschool curricula at 12 and 16. Exceptional Children, 71 (3), 301–317.
Jenkins, J. R., Dale, P. S., Mills, P. E., Cole, K. N., Pious, C., & Ronk, J. (2006). How special education preschool graduates finish: Status at 19 years of age. American Educational Research Journal, 43 (4), 737–781.
Mills, P. E., Cole, K. N., Jenkins, J. R., & Dale, P. S. (2002). Early exposure to direct instruction and subsequent juvenile delinquency: A prospective examination. Exceptional Children, 69 (1), 85–96.
Mills, P. E., Dale, P. S., Cole, K. N., & Jenkins, J. R. (1995). Follow- up of children from academic and cognitive preschool curricula at age 9. Exceptional Children, 61 (4), 378–393.
Seifert, H., & Schwarz, I. (1991). Treatment effectiveness of large group basic concept instruction with Head Start students. Language, Speech, & Hearing Services in Schools, 22 (2), 60–64.11
Waldron-Soler, K. M., Martella, R. C., Marchand-Martella, N. E., Warner, D. A., Tso, M. E., Warner, D. A., & Miller, D. E. (2002). Effects of a 15-week Language for Learning implementation with children in an integrated preschool. Journal of Direct Instruction, 2 (2), 75–86.12
Weisberg, P. (1988). Direct Instruction in the preschool. Education & Treatment of Children, 11 (4), 349–363.12
10 Complete data were not reported: the WWC could not compute effect sizes.
11 Confound: the researcher taught the two intervention groups but had no or minimal contact with the children in the comparison groups; therefore, the effects of the intervention cannot be separated from the effects of the teacher.
12 Incomparable groups: the intervention and comparison groups cannot be considered equivalent at baseline, even with the use of covariates in the analysis.