ERIC Number: ED371307
Record Type: RIE
Publication Date: 1994-Apr
The Effects of Spelling Strategy Training with/without Attribution Training.
Fulk, Barbara J. Mushinski
A study evaluated the effects of attribution training combined with spelling strategy training on spelling performance, strategy transfer, and effort attributions. Subjects, 43 adolescents with learning disabilities in grades 7 and 8, were stratified by grade level and randomly assigned to one of three experimental conditions: spelling strategy training, spelling strategy plus attribution training, or a traditional study control condition. Individually administered training sessions, conducted over three consecutive days, provided instruction in a 5-step study strategy including explicit training for strategy transfer. Spelling performance was assessed across the training days and on an unprompted generalization task that occurred one week following instruction. Significant differences emerged on spelling recall scores across the training days favoring the strategy attribution condition. No performance differences emerged on numbers of words learned or strategy usage on the unprompted generalization task nor on posttest numbers of effort attributions. (Contains 31 references and 3 tables of data.) (Author/RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 4-8, 1994).