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Effects of a structured pedagogy on children’s language

Schwartz, J.; Chapline, E. B.; Polk, V. E.
This study examined the effect of the DISTAR program on the oral language and reading achievement of first and second grade students. Students received instruction with either DISTAR or a traditional basal program. The Auditory Association and Verbal Expression subtests of the Illinois Test of Psycholinguistic Ability, the Stanford Early School Achievement Test (for 1st grade), and the Metropolitan Achievement Test (for 2nd grade) were administered to measure student achievement. Results indicated that students in the DISTAR group demonstrated larger gains in reading, on average, than students in the basal group. DISTAR second grade students demonstrated significantly higher scores on the Word Knowledge and Reading Comprehension subtests. However, the verbal expressions scores of first grade basal students were significantly higher than the first grade DISTAR students. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
DISTAR, reading, language
ERIC Document Reproduction Service No. ED 101365
Design type:
Posttest only control group design
Fidelity monitored:
Students included:
Elementary students, African American students, low-SES students
Other tags:
DISTAR, reading, language, Illinois Test of Psycholinguistic Ability, the Stanford Early School Achievement Test, Metropolitan Achievement Test, word knowledge, reading comprehension
Elementary school, Title I school
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