FOLLOW-UP OF CHILDREN FROM ACADEMIC AND COGNITIVE PRESCHOOL CURRICULAAT AGE 9

This study reports on cognitive, academic, and social outcomes at age 9 years for a group of 141 children who participated in two highly con trasting early intervention programs, mediated learning (ML) and direc t instruction (DI). Consistent with results at the end of intervention , no main-effect differences between the two groups were obtained. Als o consistent with earlier results, there were several significant apti tude-by-treatment interactions. Initially higher performing children a t pretest gained more from DI, whereas initially lower performing chil dren gained more from ML. These interactions, of the same magnitude of those observed several years earlier, appear to reflect an enduring e ffect of the early programs.