Effectiveness of the DISTAR Reading Program for Children with Learning Disabilities

Abstract

The reading achievement of students with learning disabilities who received reading instruction through the DISTAR program was compared to that of similar students using basal reader materials. The overall reading scores of the groups were not significantly different following 1 and 2 years of instruction, although students in the DISTAR program had somewhat better word attack skills.

Do supplemental remedial reading programs address the motivational issues of struggling readers? An analysis of five popular programs

“…Other studies have not found such achievement gains (Kuder, 1990;Ogletree, 1977;Serwer, Shapiro, & Shapiro, 1973), and still others have found more isolated benefits on specific reading subscales (Kuder, 1990). We have found no research, however, examining the reading motivational effectiveness of this program.…”

Language Abilities and Progress in a Direct Instruction Reading Program for Students with Learning Disabilities

“…These students were part of a larger sample of 48 students who had participated in an earlier study of the Distar reading program (Kuder, 1990). The subject sample for the present study consisted of all students from the original study who had remained in the district for the 2 years of this study and who continued to receive their reading instruction in a self-contained special education classroom.…”

“…Although some studies have found very positive results (e.g., Gregory, Hackney, & Gregory, 1982; L'E. Stein & Goldman, 1980;Summerell & Brannigan, 1977), others have found limited success with the use of direct instruction reading programs such as Corrective Reading (Polloway, Epstein, Polloway, Patton, & Ball, 1986) and Distar (Kuder, 1990).…”

Promoting Reading Achievement and Countering the “Fourth-Grade Slump”: The Impact of Direct Instruction on Reading Achievement in Fifth Grade

“…These results have appeared with the general student population (e.g., Becker & Carnine, 1980;O'Brien & Ware, 2002;Stebbins, St. Pierre, Proper, Anderson, & Cerva, 1977;Vitale & Joseph, 2008) and with students with disabilities. Studies have demonstrated the effectiveness of DI reading programs with students with learning disabilities (Benner, 2007;Benner, Kinder, Beaudoin, Stein, & Hirschmann, 2005;Cooke, Gibbs, Campbell, & Shalvis, 2004;Kuder, 1990Kuder, , 1991Malmgren & Leone, 2000;Scarlato & Asahara, 2004), students with intellectual disabilities (Flores, Shippen, Alberto, & Crowe, 2004;Haring & Krug, 1975;Maggs & Morath, 1976;Malmgren & Leone, 2000;Riepl, Marchand-Martella, & Martella, 2008), children who demonstrate developmental delays (Flores & Ganz, 2007;Riepl et al, 2008), and students identified with emotional disturbance (Benner, 2007;Cook et al, 2004;Malmgren & Leone, 2000;Scarlato & Asahara, 2004;Strong, Wehby, Falk, & Lane, 2004). Additionally, DI reading programs have been effectively implemented outside of traditional elementary schools in a variety of settings, including middle schools (Dowdell, 1996;Grossen, 2004;Lewis, 1982;Shippen, Houchins, Steventon, & Sartor, 2005), high schools (Harris, Marchand-Martella, & Martella, 2000;Marchand-Martella, Martella, Orlob, & Ebey, 2000), a residential treatment center (Scarlato & Asahara, 2004), alternative schools (Steventon & Fredrick, 2003), and juvenile corrections facilities (Drakeford, 2002;Houchins, ...…”