Program Description

"Language for Learning provides young learners with the knowledge and understanding of language they need to achieve proficiency and reading comprehension. This oral language program was designed for kindergarten and primary age school children, as well as English language learners, giving them a strong foundation for expressive and receptive language."

Cost

Component Pricing Varies

Intended Population

• Any

Grade

• Pre-K
• Elementary School

Intended Group Size

• Individual
• Small group

ELL/DLL

• Partial

Multisensory Applications

• No

Computer-Based Delivery

• Partial

Scripted

• Instructor Scripted

Comprehensive or Skill Specific

• Comprehensive

Placement Tests

• Yes

Accelerated Learning

• Yes

Assessment to Monitor Skills Mastery

• Yes

Error Correction Built In

• Yes

Fidelity Measures Provided by Publisher

• Unspecified

Research Summary

The WWC report on Language for Learning found the program to have no discernable effects on the oral language, print knowledge, cognition, and math skills of special education students (WWC, 2007). Note that the WWC report on the program is likely dated given that it refers to the program using its initial title (DISTAR), as well as its current title. The review of the research evidence on the Language for Learning program conducted in this project indicated that the program had some evidence of efficacy on language skills. Additionally, There were positive, small, effects found for outcome measures of social skills and problem behavior. However, the evidence was still insufficient to support the program's efficacy at this time.

Study Citations

Benner, G. J. & Zeng, S. (2016). The effects of the Language for Learning programme on the social adjustment of kindergarten children. Early Child Development and Care, 18(3-4). doi: 10.1080/03004430.2016.1255210

Flores, M. M., Nelson, C., Hinton, V., Franklin, T. M., Strozier, S. D., Terry, L., & Franklin, S. (2013). Teaching reading comprehension and language skills to students with autism spectrum disorders and developmental disabilities using direct instruction. Education and Training in Autism and Developmental Disabilities, 41-48.

Shillingsburg, M. A., Bowen, C. N., Peterman, R. K., & Gayman, M. D. (2015). Effectiveness of the Direct Instruction Language for Learning Curriculum Among Children Diagnosed With Autism Spectrum Disorder. Focus on Autism and Other Developmental Disabilities, 30(1), 44–56. https://doi.org/10.1177/1088357614532498

Waldron-Soler, K. M., Martella, R. C., Marchand-Martella, N. E., Tso, M. E., Warner, D. A., & Miller, D. E. (2002). Effects of a 15-Week Language for Learning Implementation with Children in an Integrated Preschool. Journal of Direct Instruction, 2(2), 75-86.

What Works Clearinghouse (WWC) Report

• No discernible effects

Evidence Base (ESSA)

• No studies met inclusion requirements

Evidence-Based Practice (EBP)

• Insufficient evidence

Additional Reviews

• https://www.nifdi.org/programs/writing-and-language/language-for-learning