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Beginning reading instruction for children with minimal brain dysfunction

Stein, C.; Goldman, J.
This study compared the effect of two reading programs (DISTAR, Palo Alto Reading Program) on the reading achievement of elementary students with difficulties reading. Sixty three students with learning disabilities, ages 6 to 8, participated in this study. All students were administered the Peabody Individual Achievement Test (PIAT) for pre- and posttest measures. Posttest results indicated a statistically significant difference between the two groups, favoring the DISTAR students. The mean gain in raw scores for the Reading Recognition and Reading Comprehension subtests combined were 15.88 for the DISTAR group and 7.50 for the Palo Alto group. Students in the DISTAR group demonstrated an approximate mean gain of more than 15 months over one academic year, while students in the Palo Alto group demonstrated a gain of about seven months over the same time. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Palo Alto Reading Program, DISTAR Reading, beginning reading
Journal of Learning Disabilities
Design type:
Pretest Posttest Control Group Design and Pretest Posttest Matched Control Group Design
Fidelity monitored:
Students included:
Elementary students, students with minimal brain dysfunction, struggling readers, students with learning disabilities
Other tags:
Palo Alto Reading Program, DISTAR Reading, beginning reading, Peabody Individual Achievement Test (PIAT)
Private School
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