NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1091173
Record Type: Journal
Publication Date: 2016
Pages: 20
Abstractor: As Provided
ISSN: ISSN-1537-7903
Identifying Effective Spelling Interventions Using a Brief Experimental Analysis and Extended Analysis
McCurdy, Merilee; Clure, Lynne F.; Bleck, Amanda A.; Schmitz, Stephanie L.
Journal of Applied School Psychology, v32 n1 p46-65 2016
Spelling is an important skill that is crucial to effective written communication. In this study, brief experimental analysis procedures were used to examine spelling instruction strategies (e.g., whole word correction; word study strategy; positive practice; and cover, copy, and compare) for four students. In addition, an extended analysis was used to determine the effectiveness of the selected strategy over time. Third- and fifth-grade students, who were identified by their teachers as being poor spellers, participated in individual sessions using various strategies to improve their spelling performance. The results of the brief experimental analysis were used to identify the two most effective strategies for each student, and those strategies were alternated during the extended analysis for comparison. All students showed spelling improvements; however, not all students responded to the same interventions. For all students, the extended analysis demonstrated results consistent with the original brief experimental analysis. Future research directions and implications for practice are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education; Grade 5; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A