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Effects of Interactive Story Reading on Concepts about Print and Journal Writing in First-Grade Children

Brooks-Hodridge, D.
This study compared the effects of whole language instruction in language arts and DISTAR on the reading and writing skills of first grade students. Thirty-eight students participated in this study with half assigned to the whole language group and half to the DISTAR group. The DISTAR group was instructed by a parent volunteer who was trained by the researcher while the whole language group received instruction from their usual teacher. Student achievement in reading was monitored using the Clay’s Concepts about Print (CAP) assessment and achievement in writing using the Clay’s Rating Technique (CRT). Initial results reported in January indicated students in the DISTAR group recorded significant gains on all three dimensions of the CRT while the whole language group did not. Test results from May revealed significant gains for both groups on Directional Principles. Additionally, the whole language group made significant gains in language and the DISTAR group made significant gains in Message Quality. The author noted that the results are tenuous because of a lack of classroom monitoring. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Reading; writing; language; DISTAR; Concepts about Print; Clay'; s Rating Technique
Unpublished doctoral dissertation (Texas Women's University)
Design type:
Pretest Posttest Control Group Design
Fidelity monitored:
Students included:
Elementary students, Caucasian students, Hispanic students, African American students
Other tags:
Reading, writing, language, DISTAR, Concepts about Print (CAP), Clay’s Rating Technique (CRT)
Urban school district, elementary school
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