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Comparisons of Beginning Literacy Programs: Alternate Paths to the Same Learning Outcome

Traweek, D.; Berninger, V.
This study compared the effect of two literacy programs (Integrated Reading-Writing (IR-W), DISTAR) on the academic achievement of elementary students at-risk for literacy problems. Students were selected from two comparable elementary schools in an urban area. The Word Reading Subtest of the Stanford Diagnostic Reading Test-Red Level, Form A was administered to all students for pre- and posttest measures. Results indicated that students in both programs made comparable gains in word recognition over the school year. Results on reading achievement indicated no significant differences between the two groups. Orthographic and phonological awareness was a greater indicator of reading achievement than instructional program. Additionally, students in the IR-W program tended to acquire orthographic-phonological connections at the whole word and sub-word levels, while students in the DISTAR program tended to acquire only sub-word connections. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Orthographic awareness; phonological awareness; decoding skills; word decoding; DISTAR; Integrated Reading-Writing; Stanford Diagnostic Reading Test
Learning Disability Quarterly
Design type:
Pretest Posttest Control Group Design
Fidelity monitored:
Students included:
Elementary students, low-SES students, at-risk students, African American students, Caucasian students, Asian students, Pacific Island students
Other tags:
Orthographic awareness, phonological awareness, decoding skill, word decoding, DISTAR, Integrated Reading-Writing, Stanford Diagnostic Reading Test-Red Level, Form A
Urban elementary schools

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