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The effect of the DISTAR instructional system: An evaluation of the 1972-1973 Title I program of Winthrop, Massachusetts

Kaufman, M.
This study examined the effect of the DISTAR programs on the academic achievement of elementary students, in comparison to students enrolled in traditional basal programs. The DISTAR Reading, Language, and Arithmetic programs were implemented in two first grade and two second grade classrooms. Students were initially placed in the program for low readiness scores. First grade students in both groups were administered a first grade oral language test for pre- and posttest measures. Second grade students in both groups were administered the Stanford Achievement Test (SAT) for pre- and posttest measures. Results indicated no differences between the first grade DISTAR and basal groups in oral language and reading achievement. Second grade DISTAR students scored below grade level in word meaning, word study, paragraph meaning, language, and arithmetic skills. However, results indicated that by the end of the third grade DISTAR students were performing at grade level. Additionally, second grade DISTAR students scored significantly higher than the control students in arithmetic computation. Results from the SAT in the third grade indicated no differences between the DISTAR and control groups. On average third grade students scored significantly above grade placement in arithmetic computation and were not significantly below grade level in any other areas tested. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
DISTAR Reading, Language, Arithmetic, Stanford Achievement Test, decoding, comprehension
ERIC Document Reproduction Service No. ED 110171
Design type:
Pretest posttest control group design
Fidelity monitored:
Students included:
Elementary students
Winthrop, Massachusetts, elementary school
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