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ERIC Number: EJ323848
Record Type: CIJE
Publication Date: 1985
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Effects of Teacher-Directed versus Student-Directed Instruction and Cues versus No Cues for Improving Spelling Performance.
Gettinger, Maribeth
Journal of Applied Behavior Analysis, v18 n2 p167-71 Sum 1985
Nine poor spellers (8-13 years old) received four alternating experimental treatments during a 16-week spelling program. Results indicated that student-directed instruction that incorporated visual and verbal cues was most effective in increasing children's spelling accuracy. (Author/CL)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A