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An evaluation of the DISTAR Language I Program at Seymour Elementary School

Moodie, A. G.
This study examined the effect of the DISTAR program on the academic achievement of kindergarten students in one elementary school. Three kindergarten classrooms participated in this study. The first DISTAR classroom consisted of students whose parents spoke little to no English. The second DISTAR classroom consisted of students whose parents spoke English. The third classroom also consisted of students whose parents spoke English, but these students did not receive instruction with the DISTAR programs. In early March, all students were administered a pictorial test to measure students’ knowledge of the major concepts in the DISTAR program. Results indicated that students in the second classroom recorded significantly greater scores on the pictorial test than students in the third classroom. Out of a possible 20 points, students in the first classroom recorded a mean score of 18.6, while students in the second and third classrooms scored 18.6 and 17.4, respectively. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
DISTAR; reading; language; English Language Learners; English as a Second Language students
Vancouver Board of School Trustees (British Columbia), Department of Planning and Evaluation
Design type:
Posttest Only Control Group Design
Fidelity monitored:
Students included:
Kindergarten students, English as a Second Language (ESL) students, English Language Learner (ELL) students, Caucasian students, Chinese Canadian students, Canadian students
Vancouver, Canada, elementary school
ERIC ED 088911

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