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Using DISTAR Language in a unit for children with language disorders

Gregory, P.; Richards, C.; Hadley, M.
This study examined the effect of the DISTAR Language program on students with speech or language difficulties, in comparison to a traditional language program. Twelve students, ranging in age from five to eight, participated in this study. Five students were assigned to the DISTAR program and the remaining seven to the traditional program. The Reynell Developmental Language Scales – Expression, the Comprehension, the Stanford Binet Test of Intelligence , and the Edinburgh Articulation Test were administered for pre- and posttest measures. Results from the Stanford Binet Test indicated that on average, students in the DISTAR group demonstrated greater scores than students in the comparison group. Eighty percent of students in the experimental group demonstrated an increased IQ at post-test, while 14 percent of the control group demonstrated growth. Results for comprehension, expression of language, and language skills indicated minor differences between the two groups. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
DISTAR language
Mental Handicap
Design type:
Pretest-posttest control group design
Fidelity monitored:
Students included:
Students with language difficulties, students with speech difficulties, elementary students
Other tags:
Reynell Developmental Language Scales – Expression and Comprehension, Stanford Binet Test of Intelligence, Edinburgh Articulation Test, comprehension, expression of language
First school, elementary school, Britain

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