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50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

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Showing all 7 results
Language-based Spelling Instruction: Teaching Children To Make Multiple Connections between Spoken and Written Words.
Peer reviewed Peer reviewed
Berninger, Virginia W.; Vaughan, Katherine; Abbott, Robert D.; Brooks, Allison; Begay, Kristin; Curtin, Gerald; Byrd, Kristina; Graham, Steve – Learning Disability Quarterly, 2000
Two studies compared the effectiveness of alphabet principle training only versus combined alphabet principle and syllable awareness training with at-risk spellers (grades 2 and 3). Differing results suggest use of a two-tier early intervention model in which first the alphabet principle is taught and applied and then the following year children…
Descriptors: Alphabets, Early Intervention, Learning Problems, Primary Education
The Role of Text Production Skills in Writing Development: A Special Issue--I.
Peer reviewed Peer reviewed
Graham, Steve – Learning Disability Quarterly, 1999
This introductory article discusses the difficulties many children with learning disabilities have in text production skills and how these difficulties affect not only how they write but also the pace and course of their writing development. The influence of spelling miscues on perceptions of writing ability is also addressed. (CR)
Descriptors: Elementary Secondary Education, Handwriting, Learning Disabilities, Spelling
Handwriting and Spelling Instruction for Students with Learning Disabilities: A Review.
Peer reviewed Peer reviewed
Graham, Steve – Learning Disability Quarterly, 1999
To minimize the negative impact of handwriting and spelling difficulties of students with learning disabilities, it is proposed that explicit and systematic instruction, as well as incidental or natural learning approaches be used to maximize the development of these two basic writing tools. These approaches are examined. (Author/CR)
Descriptors: Elementary Secondary Education, Handwriting, Learning Disabilities, Spelling
An Approach to Operationalizing the I.E.P.
Peer reviewed Peer reviewed
Hudson, Floyd G.; Graham, Steve – Learning Disability Quarterly, 1978
For availability, see EC 103 600 Presented is a comprehensive procedure for the development and implementation of an individual educational program (IEP) for learning disabled students. (IM)
Descriptors: Delivery Systems, Early Childhood Education, Elementary Secondary Education, Exceptional Child Education
Improving Learning Disabled Students' Composition Skills: Self-Control Strategy Training.
Peer reviewed Peer reviewed
Harris, Karen R.; Graham, Steve – Learning Disability Quarterly, 1985
A self-control strategy training procedure was effective in improving two elementary learning disabled students' use of parts of speech and mean number of words per story. Additionally, stories written after training received substantially higher quality ratings than those composed during baseline. (Author/CL)
Descriptors: Elementary Education, Learning Disabilities, Self Control, Self Evaluation (Individuals)
The Effect of Self-Instructional Procedures on LD Students' Handwriting Performance.
Peer reviewed Peer reviewed
Graham, Steve – Learning Disability Quarterly, 1983
The effectiveness of a self-instructional procedure in improving and maintaining the letter-formation skills of three students (10.4 to 11.7 years old) who were learning disabled and had handwriting deficiencies was investigated. (SW)
Descriptors: Autoinstructional Aids, Elementary Education, Handwriting, Intervention
Strategy Training and Teacher- vs. Student-Controlled Study Conditions: Effects on LD Students' Spelling Performance.
Peer reviewed Peer reviewed
Graham, Steve; Freeman, Sally – Learning Disability Quarterly, 1986
The study examined 40 learning disabled fourth graders' spelling performance in response to strategy training and variations in study conditions. Students who were taught the five-step study strategy recalled correct spelling of more words than controls. However, spelling performance of students who received strategy training was not…
Descriptors: Intermediate Grades, Learning Disabilities, Learning Strategies, Spelling Instruction