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Chicago Teachers' Evaluation of Distar for Innercity Pupils.
Ogletree, Earl J.; Ogletree, Gerda – 1977
In the Distar (Direct Instructional System for Teaching) reading program developed for inner city children, the fundamental assumption of the program's designers is that disadvantaged children lack certain basic language skills, information and behavioral patterns, which prevent them from mastering the reading process. This paper focuses upon the…
Descriptors: Economically Disadvantaged, Elementary Education, Inner City, Lower Class Students
The Effects of Ability Grouping on the Reading Achievement of Slow Learners.
Ogletree, Earl J. – 1973
This study was conducted to investigate the comparative effects of homogeneous versus heterogeneous ability grouping on the reading achievement of slow learners in the first two elementary grades. Pretest and posttest scores obtained on the Metropolitan Reading Readiness Tests indicated that the type of grouping had no effect on the reading…
Descriptors: Educationally Disadvantaged, Grouping (Instructional Purposes), Heterogeneous Grouping, Homogeneous Grouping
Ability Grouping and Reading Achievement by Slow Learners.
Bennett, Beverly; Ogletree, Earl J. – 1972
The effects of homogeneous ability grouping versus heterogeneous grouping on the reading achievement of 18 slow learners at the first grade level are studied here. Two matched groups, each containing 9 pupils classified as slow learners from reading achievement based on Metropolitan Reading Test scores, are placed in homogeneous and heterogeneous…
Descriptors: Ability Grouping, Achievement Gains, Grade 1, Grouping (Instructional Purposes)
Teachers' Opinions of the DISTAR Reading Program.
Ogletree, Earl J.; Ogletree, Gerda S. – 1976
The Direct Instructional System for Teaching Arithmetic and Reading (DISTAR) was developed to provide beginning and remedial instruction to disadvantaged children. This paper describes the DISTAR reading program, noting its heavy emphasis on programmed learning and repetitive drill exercises; it then cites the opinions of proponents and opponents…
Descriptors: Arithmetic, Beginning Reading, Compensatory Education, Disadvantaged Youth
An Assessment of DISTAR by Chicago Innercity Teachers.
DiPasalegne, Rosalee W.; Ogletree, Earl J. – 1976
The Direct Instructional System for Teaching Arithmetic and Reading (DISTAR) was developed to provide beginning and remedial instruction to disadvantaged children in preschool and the primary grades. The method places heavy emphasis on structure, programmed learning, drill, and repetition. To determine teachers' opinions of the DISTAR reading…
Descriptors: Arithmetic, Beginning Reading, Black Students, Compensatory Education