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DISTAR Reading and remedial children in an infant school

Gregory, R.; Warburton, B. G.
Abstract:
This study examined the effect of the DISTAR Reading program on the reading achievement of eight male elementary students, struggling to learn to read. Students received supplemental reading instruction with DISTAR Reading for 30 minutes every day over a period of five months. Students were administered the Burt Rearranged Graded Word Reading Test for pre-test and posttest measures. Results indicated an average gain of .9 years of reading achievement over a period of five months. Observations of individual student attitudes and achievement are noted. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
1983
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
DISTAR Reading, Burt Rearranged Graded Word Reading Test, student attitude
Source:
School Psychology International
Volume:
4
Number:
169-172
Design type:
Pretest-posttest, gain scores
Fidelity monitored:
Yes
Students included:
Elementary students, struggling readers, at-risk students
Other tags:
DISTAR Reading, Burt Rearranged Graded Word Reading Test, student attitude
Location/Setting:
England, elementary school
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