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Concept learning through direct verbal instruction in the moderately mentally retarded

Maggs, A.
This study examined the effect of DISTAR Language on the verbal comprehension and IQ of 84 elementary students referred to as “moderately mentally retarded.” Subjects were selected from live-in institutions and schools for “moderately mentally retarded.” Students were randomly assigned to receive instruction with DISTAR Language or an alternative program. A battery of tests were administered for pre- and posttest measures. Results indicate that students in the DISTAR Language group demonstrated statistically significant gains in verbal comprehension and IQ in comparison to the control group. There were no significant differences between the scores of students from live-in institutions and those from schools for the “moderately mentally retarded.” (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
DISTAR Language; language; verbal comprehension; IQ; Stanford-Binet Intelligence Test; Basic Concept Inventory Test; Reynell Developmental Language Scale
Unpublished doctoral dissertation, Macquarie University
Design type:
Pretest posttest control group design with random assignment
Fidelity monitored:
Students included:
Elementary students, students with learning disabilities, at-risk students, special education students
Sydney, New Castle, Australia, urban area, elementary school
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