ABSTRACT
The results of previous research on the Language for Learning programme suggest that it produces positive effects on the intellectual, language, and social skills of young children with and without disabilities [Benner, G. J., Trout, A., Nordness, P. N., Nelson, J. R., Knobel, M. L., Epstein, A.,…Epstein, M. H. (2002). The effects of the language for learning program on the receptive language skills of kindergarten children. Journal of Direct Instruction, 2(2), 67–74. Waldron-Soler, K. M., Martella, R. C., Marchand-Martella, N. E., 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)]. The purpose of this study was to assess the effects of Language for Learning on the social adjustment (i.e. social skills, problem behaviours, and academic competence) of a sample of kindergarten children. A quasi-experimental design was used to compare the social adjustment of 21 children who received the Language for Learning programme with 24 children enrolled in the comparison group. Results indicated that instruction with the Language for Learning programme produced statistically significant effects on the social skills of children and educationally meaningful effect sizes on problem behaviour outcomes. Results, limitations, and implications are discussed.
