Effectiveness of the DISTAR reading program for children with learning disabilities.

Area of Science:

• Education
• Special Education
• Reading Instruction

Background:

• Students with learning disabilities often require specialized reading instruction.
• Traditional basal reader programs are widely used but may not be optimal for all learners.
• The Direct Instruction System for Teaching Arithmetic and Reading (DISTAR) program offers a structured approach to reading education.

Purpose of the Study:

• To compare the reading achievement of students with learning disabilities using the DISTAR program versus basal reader materials.
• To evaluate the effectiveness of the DISTAR program in improving overall reading scores and specific word attack skills.

Main Methods:

• A comparative study design was employed.
• Students with learning disabilities were divided into two groups: one receiving DISTAR instruction and the other receiving basal reader materials.
• Reading achievement was assessed after one and two years of instruction.

Main Results:

• No significant differences were found in overall reading scores between the DISTAR and basal reader groups after one and two years.
• Students in the DISTAR program exhibited marginally better word attack skills compared to the basal reader group.
• These findings suggest comparable overall effectiveness but potential advantages in specific skill development with DISTAR.

Conclusions:

• The DISTAR program and basal reader materials yield similar overall reading achievement for students with learning disabilities.
• The DISTAR program may offer a slight advantage in developing word attack skills.
• Further research could explore long-term effects and other components of reading proficiency.