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Reading instruction for poverty-level preschoolers

Weisberg, P.
Abstract:
This study examined the effect of the DISTAR Reading program on the academic achievement of low-SES preschoolers. Students at the preschool received instruction with DISTAR Reading, Language and Arithmetic for either one or two years. Norm-referenced tests were administrated to measure their progress. Results were compared to similar students receiving instruction with an alternative program. Prior to instruction with DISTAR the majority of students were unable to read, print words, spell, or do any mathematical computation. Results from the Wide Range of Achievement Test indicate that students in the DISTAR group demonstrated higher scores than non-DISTAR students with significant differences in their reading scores. First grade students who received instruction with DISTAR were consistently near or above the 98th percentile for reading. Kindergarten students who received instruction with DISTAR averaged between the 77th and 98th percentile for reading. The grade equivalent for students starting the first grade with two years of exposure to DISTAR was 3.8. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
1984
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Preschool; DISTAR; reading; language; Wide Range of Achievement Test
Source:
DI News
Volume:
3
Number:
2
Pages:
1, 16-18, 21
Design type:
Posttest only control group design
Fidelity monitored:
No
Students included:
Preschool students, low-SES students, African American students
Location/Setting:
Rural area, preschool, Alabama, south
Note:
Reprinted in 1986, DI News, 5(4), 3-5
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