ERIC Number: EJ340041
Record Type: CIJE
Publication Date: 1983
Reference Count: 0
The Effects of Directed Study on the Spelling Performance of Two Subgroups of Learning Disabled Students.
Foster, Kelli; Torgesen, Joseph K.
Learning Disability Quarterly, v6 n3 p252-57 Sum 1983
Directed study, in which all children were required to engage in the same number of repetitive spellings of word lists, had significant effects on spelling performance of learning disabled children without short-term memory deficits, but not Ss with short-term memory problems. Findings suggest that some LD children may need different kinds of educational support. (CL)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A