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Effectiveness of the DISTAR Reading I program in developing first graders’ language skills

Sexton, C. W.
Abstract:
This study compared the effect of DISTAR Reading and a basal reading program on increasing the school-based language ability of 80 African American elementary students. Students from two urban elementary schools were randomly assigned to either program. The Metropolitan Readiness Test was administered for pretest measures and the Slosson Intelligence Test for posttest measures. In comparing mean scores on the Slosson Intelligence Test, students in the DISTAR group scored approximately 9 points more than the adjusted mean of the students in the basal reader group. When initial language ability was held constant, students in the DISTAR group with either high or low language ability, demonstrated significantly higher scores than students in the basal group. Additionally, the DISTAR Reading program was as effective for students with average or high initial language ability as for students with low initial language ability. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
1989
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
DISTAR Reading, reading, language, Harcourt Brace Jovanovich Basal Reading Program, Slosson Intelligence Test, Metropolitan Readiness Test
Source:
Journal of Educational Research
Volume:
82
Number:
5
Pages:
289-293
Design type:
Pretest Posttest Control Group Design
Fidelity monitored:
No
Students included:
African American students, Hispanic students, Caucasian students, elementary students, low-SES students, general education students
Other tags:
DISTAR Reading, reading, language, Harcourt Brace Jovanovich Basal Reading Program, Slosson Intelligence Test, Metropolitan Readiness Test
Location/Setting:
Southwest, metropolitan area, urban area, elementary school

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