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Analysis of an early childhood learning program in Granite School District, Salt Lake City, Utah

Leiter, W. H.
This study examined the effect of the DISTAR program on the academic achievement of first grade students. Additionally, this study sought to examine the effect of starting the program at age three, four, five, and six. DISTAR students’ achievement was compared to similar students within the district that had received instruction with a traditional program. The control groups were also subdivided by the year the student was first exposed to the program. Student achievement was assessed with the Peabody Picture Vocabulary Test, the California Test of Personality, the Gates MacGinitie Reading Tests, and the Wide Range Achievement Test. Results indicate that DISTAR students demonstrated greater achievement than the control groups with multiple statistically significant differences on the varying measures. Students that began the DISTAR program at age four demonstrated greater achievement than DISTAR students who began the program at age three, five, and six. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
DISTAR Language; DISTAR Reading; DISTAR Arithmetic; spelling; Peabody Picture Vocabulary Test; California Test of Personality; Gates MacGinitie Reading Test; Wide Range Achievement Test
Unpublished EdD Dissertation, Brigham Young University
Design type:
Pretest posttest control group design, posttest only control group design
Fidelity monitored:
Students included:
Preschool students, kindergarten students, elementary students
Salt Lake City, Utah, elementary school
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