Toll Free
877.485.1973 | T: 541.485.1973 | F: 541.683.7543
 | P.O. Box 11248 | Eugene, OR 97440
Facebook footer  Tiwtter footer  LinkedIn footer  YouTube footer  Vimeo footer  Pinterest footer

We're currently experiencing issues with Research Areas not being categorized correctly. We're working on a solution and apologize for the inconvenience.

If you have difficulty locating publications you are looking for please see Tips for Using the Database.

The effectiveness of Direct Instruction on IQ performance and achievement in reading and arithmetic

Engelmann, S.
Abstract:
This study compared the effect of DISTAR to a traditional preschool program on the rapid attainment of basic academic concepts in reading and arithmetic by “culturally disadvantaged” children. All students were administered the Stanford-Binet test to determine their IQs. Students were divided into three groups based on their IQs (high intelligence, middle intelligence, low intelligence). Students were then placed into either the DISTAR (n=15) or control group (n=28), while trying to maintain an equal balance of students from the three different intelligence groups as well as male and female students, and Caucasian and African American students. Additionally, 18 middle-class preschool students were included in the study to provide a comparison of non-“culturally disadvantaged” students. Post-testing with the Stanford-Binet was conducted following the first and second years of instruction for the culturally disadvantaged students and only after the second year of instruction for the general education students. Results indicated that disadvantaged students in the DISTAR group recorded greater IQ scores on the Stanford-Binet than the students in the control group. Following two years of instruction, the mean IQ of students in the DISTAR group was 121.08, well above the mean of the middle-class students as well as the mean of the students in the control group (99.61). Disadvantaged students who remained in the DISTAR group for two years recorded a mean reading achievement at grade level 2.60, a mean reading performance of 2.51, and a mean spelling performance of 1.87. Following one year of instruction with the DISTAR program, middle-class students recorded mean reading and spelling achievement scores at the same level of the disadvantaged students following two years of instruction with DISTAR. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
1970
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
DISTAR; language; reading; math; spelling; Stanford-Binet; IQ; Wide Range Achievement Test
Source:
In J. Hellmuth (Ed.), Disadvantaged child, vol. 3. Compensatory education: A national debate (pp. 339–361). New York: Brunner/Mazel.
Volume:
3
Pages:
339-361
Design type:
Pretest Posttest Norm Comparison Design and Pretest Posttest Control Group Design
Fidelity monitored:
No
Students included:
Preschool students, culturally disadvantaged students, at-risk students, low-SES students, middle-class students, general education students, Caucasian students, African American students
Location/Setting:
Urbana, Illinois, Bereiter-Engelmann preschool
Hits: 4483

Research Article Request Button newsite3

Upcoming Events

There are no up-coming events

Module-Bottom-Button-A rev

Module-Bottom-Button-B rev

Module-Bottom-Button-C rev2

AmazonSmileModule 01