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Using DISTAR Language in a unit for children with language disorders

Gregory, P.; Richards, C.; Hadley, M.
This article examines a study on the effects of the DISTAR Language program with 12 language disordered children. Five students were selected for the experimental group using the DISTAR language program. These students were the youngest and most severely disordered children. The remaining seven children were placed in a comparison group and received the school’s current language program. In addition to the language programs some students in both groups received speech therapy. Pre-testing was performed using the Reynell Developmental Language Scales – Expression and Comprehension, the Stanford Binet Test of Intelligence, and the Edinburgh Articulation Test. Results from the Stanford Binet Test indicated on average, the students in the experimental group had greater achievement than the comparison group. 80 percent of students in the experimental group demonstrated an increased IQ at post-test, while 14 percent of the control group demonstrated growth. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
Mental Handicap
Design type:
Non-matched comparison
Fidelity monitored:
Students included:
Language disordered children
Other tags:
DISTAR language, Reynell Developmental Language Scales – Expression and Comprehension, Stanford Binet Test of Intelligence, Edinburgh Articulation Test
Normal first school, Britain

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