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DISTAR reading: Research and experiment

F., Williamson
Abstract:
This study examined the effect of DISTAR Reading on the reading achievement of elementary students. Eighty-nine students were placed in four classrooms and separated into three smaller groups based on reading ability. Group 1 was administered the DISTAR Reading program, groups 2 and 3 were administered the Phonetic Keys to Reading program, and group 4 was used to match “pair-wise” each child in group 2 on certain characteristics. The Wide Range Achievement Test (WRAT) was administered to students in groups one, two, and three for pre- and posttest measures. Results from the WRAT indicated that students of all ability levels in the DISTAR group demonstrated greater reading achievement than students in the other three groups. Low-ability DISTAR students demonstrated significantly greater achievement than low ability students in the comparable groups. Results from the Metropolitan Achievement Test (MAT) indicated that low- and middle-ability DISTAR students significantly outperformed comparison students. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
1970
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
DISTAR Reading; Phonetic Keys to Reading; Wide Range Achievement Test; Metropolitan Achievement Test
Source:
ERIC Document Reproduction Service No. ED 045318
Design type:
Pretest Posttest Control Group Design
Fidelity monitored:
No
Students included:
Elementary students, Caucasian students, African American students
Other tags:
Phonetic Keys to Reading, Wide Range Achievement Test (WRAT), Metropolitan Achievement Test (MAT)
Location/Setting:
Elementary school, public school, Champagne, Illinois, Midwest
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