ERIC Number: ED209809
Record Type: RIE
Publication Date: 1980
Reference Count: 0
Designing Spelling Instruction for Learning Disabled Youngsters: An Emphasis on Unit Size, Distributed Practice, and Training for Transfer.
Bryant, N. Dale; And Others
Seventeen learning disabled (LD) elementary school children received small group spelling instruction for 3 weeks with instructional materials based on principles of limiting teaching unit size, distributed practice and review, and training for transfer. Analysis of pre- and posttest results indicated that Ss were able to spell an average of 71% of the phonemically irregular and 81% of the phonemically regular words which were directly taught. Transfer words were spelled with an average of 67% accuracy. In addition, Ss were able to encode 67% of the phonemically regular transfer words which were not taught directly. The teaching script and students' practice materials are appended. (CL)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Bureau of Education for the Handicapped (DHEW/OE), Washington, DC. Div. of Innovation and Development.
Authoring Institution: Columbia Univ., New York, NY. Research Inst. for the Study of Learning Disabilities.