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Preschool for the disadvantaged: DISTAR Language I tested in South Africa

Muthukrishna, A.; Naidoo, K.
Abstract:
This study examined the effect of DISTAR Language on the language skills of disadvantaged Indian preschool students in South Africa. Students’ performance was compared to similar students receiving instruction with a semi-structured teacher-designed language program. The Reynell Developmental Language Scales (RDLS), Peabody Picture Vocabulary Test (PPVT), and Stanford-Binet Intelligence Scale (SBIS) were administered for pre- and posttest measures. Results indicate that students in the DISTAR group demonstrated larger gains on all measures. Results from the RDLS indicate that students in the DISTAR group gained 22.2 months in comprehension while students in the comparison group gained 11.4 months. Results from the PPVT indicate that DISTAR students gained two years and two months in vocabulary age, seven months more than the comparison group. Additionally, students in the DISTAR group demonstrated significant gains on the SBIS. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
1987
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
DISTAR Language; language; IQ; comprehension; vocabulary; Reynell Developmental Language Scales; Peabody Picture Vocabulary Test; Stanford-Binet Intelligence Test
Source:
DI News
Volume:
6
Number:
3
Pages:
3-4
Design type:
Pretest posttest control group design
Fidelity monitored:
No
Students included:
Preschool students, Indian students, low-SES students
Location/Setting:
Preschool, nursery school, South Africa
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