In this study we focused on the spelling of high-functioning students with dyslexia. We made a detailed classification of the errors in a word and sentence dictation task made by 100 students with dyslexia and 100 matched control students. All participants were in the first year of their bachelor's studies and had Dutch as mother tongue. Three…

The purpose of this article is to examine the developmental spelling levels of one class of 17 third-grade students. In analyzing over 600 student spelling samples, results indicate that these students spanned four spelling stages: (1) letter name, (2) within word pattern, (3) syllables and affixes, and (4) derivational relations (Bear,…

Orthographic spelling is a major difficulty in German-speaking children with dyslexia. The aim of the present study was to evaluate the effectiveness of an orthographic spelling training in spelling-disabled students (grade 5 and 6). In study 1, ten children (treatment group) received 15 individually administered weekly intervention sessions (60…

The purpose of this study was to determine the effectiveness of cover, copy, and compare (CCC) procedures on spelling performance with two students. The participants were two elementary students enrolled in a self-contained behavior intervention classroom. A multiple baseline design across participants was employed to evaluate the effects of CCC…

The purpose of this paper is to share the effectiveness of the word study program "Words Their Way" (Bear et. al., 2008) to improve spelling retention of first graders in a regular education classroom in the Spring of 2012. After implementing a traditional spelling program and seeing students continuously spell previous spelling words…

Spelling is a subject that often opens a chasm between "haves" and "have-nots". Students with spelling power, the haves, pick up new spellings almost effortlessly, acing their spelling tests after a few minutes of review. In contrast, the have-nots may painstakingly copy out each word 10 times the night before the test and still fail the test the…

A central focus in remedial teaching is the generalisation of responses to contexts in which a student has never been explicitly instructed. Remarkably little is known about how and when generalisation occurs. In this article we examine generalisation effects in the context of spelling. Three areas are discussed: generalisation between spelling…

In this study the effects of a remedial spelling training approach were evaluated, which systematically combines certain visualization and verbalization methods to foster students' spelling knowledge and strategy use. Several achievement and test anxiety data from three measurement times were analyzed. All students displayed severe spelling…

Our spelling training software recodes words into multisensory representations comprising visual and auditory codes. These codes represent information about letters and syllables of a word. An enhanced version, developed for this study, contains an additional phonological code and an improved word selection controller relying on a phoneme-based…

We examined the effects of teaching 5 typically developing elementary students to sound out their spelling words while writing them using the cover-copy-compare (CCC) method to practice spelling. Each student's posttest performance following practice with sounding out was compared to that student's posttest performance following practice with no…

Informed instruction that adjusts content, materials, or intensity to student needs is critical for students with learning disabilities. Informed literacy instruction requires teachers to have thorough knowledge of literacy-related content, which includes phonemes, syllables, and morphemes. The current study investigated whether teachers who…

Up-to-date spelling process was assessed using typical spelling-to-dictation tasks, where children's performance was evaluated mainly in terms of spelling error scores. In the present work a simple graphical computer interface is reported, aiming to investigate the effects of input modality (e.g. visual and verbal) in word spelling. The software…

The "Dyslexia Training Program," developed at the Texas Scottish Rite Hospital for Children, is a Tier III reading intervention program that provides intensive phonics instruction to children with dyslexia, primarily in grades two through five. It is a comprehensive two-year program that bridges the gap for school districts in which a…

Spelling skills are essential for school success (Fulk & Stormont-Spurgin, 1995; Matz, 1994). Teachers need an efficient method for teaching spelling strategies to students with learning disabilities. Although research in spelling has attempted to improve spelling instruction for teachers in classrooms (Henderson, 1985; Graham & Miller, 1979;…

Despite substantial correlational evidence of a relationship between morphological awareness and reading ability, there has been only limited intervention research conducted to document the effects of morphological awareness on various literacy outcomes, particularly reading comprehension, and almost no research comparing the relative…