Teaching the general case to moderately retarded children: Evaluation of a five year project

Gersten, R.; Maggs, A.

Abstract:

This five year study examined the effect of the DISTAR Language and Reading programs on the academic and cognitive growth of 12 pre-adolescent and adolescent students identified as moderately to severely retarded. Student achievement was monitored using multiple measures including the Stanford-Binet, and criterion-referenced tests in reading and language. Results from the Stanford-Binet Intelligence test indicated a significant increase in the mean IQ scores over five years. To corroborate these findings the Peabody Picture Vocabulary Test was administered and results were about equal to the mean IQ scores on the Stanford-Binet Intelligence test. Additionally, results from the Baldie Language Ability Test showed an equal level of language competence as a random sample of non-handicapped third grade students in a public school. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).

Research areas:

• Project Follow Through

Year:

1982

Main publication type:

Program Effectiveness

Subtype:

Article

Keywords:

DISTAR Language; DISTAR Reading; general case; decoding; comprehension

Source:

Analysis and Intervention in Developmental Disabilities

Volume:

2

Pages:

329-343

Design type:

Pretest Posttest Norm Comparison Design

Fidelity monitored:

No

Students included:

Pre-adolescent students, adolescent students, elementary students, mentally retarded students, students with Downs syndrome, students with learning disabilities, at-risk students

Other tags:

Stanford-Binet Intelligence Test, Baldie Language Ability Test, Neale Analysis of Reading, Peabody Picture Vocabulary Test (PPVT)

Location/Setting:

Sydney, Australia