ERIC Number: ED232374
Record Type: RIE
Publication Date: 1983-Feb
Reference Count: 0
The Effects of a Systematic Study Interval, Peer Tutoring, and Mutual Behavioral Contracting on Unit Spelling Accuracy of Adolescent Learning Disabled Students.
The effects of a systematic study period, peer tutoring, and contractual consequences on the spelling performance of six junior high learning disabled students were investigated. Ss were scoring poorly or inconsistently on unit spelling tests. An intervention period of 2 to 4 weeks consisted of daily exposure to words through a peer tutor and contract contingencies. Results indicated substantial increases in accuracy of unit spelling words in all Ss. Among plausible explanations for the change in spelling performance were positive effects of peer tutoring or teacher attention. A followup study is recommended to determine which factor was most effective for the Ss' improved performance. (Author/CL)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Convention of the Association for Children and Adults with Learning Disabilites (20th, Washington, DC. February 16-19, 1983).