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Language Training for TMR Children: Third-Year Results and Comparison with First Two Years: The Peabody, Distar and ITPA Programs

Proger, B.; Leiss, R.
This article reviews a study on the effectiveness of the different components of the Distar language program with 48 trainable mentally retarded (TMR) students. This study was a portion of a three-year study on the most effective approach to language training activities for TMR students. The article includes the third-year data and the results of the previous studies are reviewed. The third-year study featured three designs, which compared IQ, sex, continuation status, selected standardized test results, and replicates. The students were divided into three groups based on their degree of language facility. The groups were instructed in the Distar program, the Peabody program and a combination of the two programs. Students were randomly selected from each group to compare the effects of the Distar and Peabody programs. Results of the third-year study indicated the degree of previous formal language training had no effect on current functioning. Additionally the students in the Distar program made consistent progress throughout the school year. The Distar program students demonstrated greater progress than 40 comparable students in the Peabody Language Development program. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Montgomery County Intermediate Unit 23, Blue Bell, PA
Design type:
Randomized experiment
Fidelity monitored:
Students included:
Mentally handicapped students
Other tags:
Language, Distar Language, Peabody Language Development Kit, Illinois Test of Psycholinguistic Abilities (ITPA), Auditory Association, Visual Association, Verbal Expression, and Grammatic Closure subtests, Peabody Picture Vocabulary Test, Spencer Memory for Sentences Test, Distar Reading Program Placement Test
Large public school

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