NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1132810
Record Type: Journal
Publication Date: 2017
Pages: 9
Abstractor: As Provided
Reference Count: 31
ISBN: N/A
ISSN: ISSN-1045-988X
Action Research of an Error Self-Correction Intervention: Examining the Effects on the Spelling Accuracy Behaviors of Fifth-Grade Students Identified as At-Risk
Turner, Jill; Rafferty, Lisa A.; Sullivan, Ray; Blake, Amy
Preventing School Failure, v61 n2 p146-154 2017
In this action research case study, the researchers used a multiple baseline across two student pairs design to investigate the effects of the error self-correction method on the spelling accuracy behaviors for four fifth-grade students who were identified as being at risk for learning disabilities. The dependent variable was the participants' spelling skills, which were measured using weekly spelling tests. The study took place in an integrated co-taught classroom, over a 15-week period with one spelling test per week. The results indicated that error self-correction was an effective intervention to improve the spelling accuracy behaviors of students at risk for learning disabilities. The participants' mean weekly spelling test scores improved at least 24% over baseline levels during the intervention phase. A discussion of the results and suggestions for implementation are included.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5; Intermediate Grades; Middle Schools; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A