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DISTAR language and reading programs: Effects upon SESAT scores

Luna, E.
Abstract:
This study examined the effect of the DISTAR Language and Reading programs on the Stanford Early School Achievement Test (SESAT) scores of kindergarten students. Students from four Title I schools were selected to participate in the study. In two of the schools, students were heterogeneously age-grouped. Participants in the other two schools only contained older students. The two different groups were randomly assigned to either the DISTAR or control group. The SESAT was administered for pre- and posttest measures. Results from the SESAT indicate that the control group demonstrated higher scores than the DISTAR group on all pretest measures. DISTAR students demonstrated exceptional gains on the Letter & Sounds subtest. This was the only subtest which the DISTAR students demonstrated greater gains than the control group. There were no significant differences between the scores of the four groups on the other subtests of the SESAT. Additionally, results indicated that age was not a significant factor on students’ achievement. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
1974
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
DISTAR Language; DISTAR Reading; Stanford Early School Achievement Test
Source:
Colorado Journal of Educational Research
Volume:
14
Pages:
2-5
Design type:
Pretest posttest control group design
Fidelity monitored:
No
Students included:
Kindergarten students
Location/Setting:
Elementary school, Title I school
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