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The effect of the DISTAR instructional system: An evaluation of the 1973-1974 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 who received two years of instruction with DISTAR were instructed with traditional basal programs in the third grade. First grade students were pretested on readiness, oral language, IQ, and attitude. Posttests were conducted for oral language and reading skills. Second grade student were pretested on reading, IQ, and attitude. Posttests were conducted in arithmetic, reading, language, and attitude. Third grade students were administered the Stanford Achievement Test. Results indicated that the DISTAR program was as effective in developing oral language skills as the traditional basal program for first grade students. Second grade DISTAR students demonstrated strong gains in spelling, word study skills, and arithmetic computation. Results indicated that by the end of the third grade former DISTAR students were performing at grade level. One DISTAR class significantly surpassed the national norm in arithmetic computation skills. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
DISTAR Reading, DISTAR Language, DISTAR Arithmetic, Metropolitan Readiness Test, Otis-Lennon Mental Ability Test, Stanford Achievement Test
ERIC Document Reproduction Service No. ED 110170
Design type:
Pretest posttest control group design
Fidelity monitored:
Students included:
Elementary students
Winthrop, Massachusetts, elementary school
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