ERIC Number: ED210833
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. Addendum: A Small Scale Investigation of the Relative Effectiveness of "LD Efficient" Lessons in Spelling. Technical Report # 3.
Bryant, N. Dale; And Others
To enhance spelling achievement, 17 learning disabled (LD) elementary school students were instructed for eight sessions over a period of 3 weeks with lessons that incorporated reduced unit size, distributed practice and review, and training for transfer. Each week of instruction included training on both irregular and regular spelling words. While the children could spell less than 10% of the words on the pretest, they were able to achieve on transfer words on a delayed posttest. Findings suggested that disabled children can improve their spelling skills if sound remedial principles are applied consistently. The instructional sequence described can serve both as an example of effective spelling instruction and as a diagnostic, trial remediation technique for a disabled population. Appended is a paper titled "A Small Scale Investigation of the Relative Effectiveness of "LD Efficient" Lessons in Spelling" by N. Bryant, et al. (Author/SB)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Special Education (ED), Washington, DC.
Authoring Institution: Columbia Univ., New York, NY. Research Inst. for the Study of Learning Disabilities.