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Evaluation of DISTAR materials in three junior learning assistance classes

Guinet, L.
This study examined the effect of the DISTAR program on the basic skills of 24 elementary students in three schools. Students received instruction with either DISTAR Reading, Language, or Arithmetic. Additionally, teachers were surveyed on their opinions on the implementation and effectiveness of the program. The Canadian Cognitive Abilities Test was administered for pre- and posttest measures. Results indicate that students in the DISTAR Language and Reading groups made significant gains in total scores. Students in the Language had the highest mean scores and students in the Arithmetic group had the lowest mean scores. Teachers reported positive attitudes towards the DISTAR program and that it was an effective approach for their students. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
DISTAR Reading; DISTAR Language; DISTAR Arithmetic; math; Canadian Cognitive Abilities Test
Vancouver, B.C.: Department of Planning and Evaluation, Board of School Trustees
Design type:
Pretest Posttest Control Group Design
Fidelity monitored:
Students included:
Elementary students
Vancouver, Canada, elementary school

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