DISTAR programs were used in learning assistance classes at five Vancouver schools during 1971-72. Those pupils who were taught with the DISTAR Arithmetic program made sizable gains in scores on the Arithmetic subtest of the Metropolitan Achievement Test, but the difference between the gains made by experimental and control groups in arithmetic was not statistically significant. Control groups were not available in the evaluation of DISTAR Reading and Language achievement. Those pupils taught with DISTAR Reading programs made sizable gains on the "Word Knowledge,""Word Discrimination," and "Reading" subtests of the Metropolitan Test. The DISTAR Language pupils made good progress as measured by the "Reading" subtest but not on the "Word Knowledge" and "Word Discrimination" subtests. Taped interviews with DISTAR Language I pupils showed no noteworthy changes in spoken language. Teachers' opinions of DISTAR were very favorable. Observations of DISTAR classes showed that the teachers' use of DISTAR was consistent with the program's direction. Observations also yielded the impression that children enjoyed DISTAR. The study did not provide any objective support for DISTAR, but in view of the strong subjective support and acknowledging the limitations of the study, further consideration of DISTAR's value is recommended. (Author)