Download or read book The Effects of Word Box Instruction on the Spelling Performance for Elementary Students with Learning Disabilities written by Julie Anderson and published by . This book was released on 2003 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effectiveness of a Word Box Instructional Approach on Word Identification and Spelling Performance for a Sample of Students with Learning Disabilities written by Laurice M. Joseph and published by . This book was released on 1997 with total page 182 pages. Available in PDF, EPUB and Kindle. Book excerpt: The word box instructional approach is one of the approaches that is used in Reading Recovery programs for first-grade children. Findings of the current study suggested that this and possibly other Reading Recoveryapproaches have the potential to benefit older elementary students who are receiving educational services in programs for students with learning disabilities. Future studies are needed to compare ongoing changes in students' performance with the use of the word box instructional approach to ongoing changes in students' performance with the use of other approaches that are aimed at helping children with learning disabilities map speech onto print.
Download or read book The Effects of Word Box Instruction on Word Identification and Spelling Performance of Consonant vowel consonant Words of First Grade Students who are at Risk Learners written by Brittany Kanotz and published by . This book was released on 2014 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the effects of word box instruction on word identification and spelling performance of CVC (consonant-vowel-consonant) words of first grade students who are at risk learners. Word identification was measured via oral responses and spelling performance was measured by correct letter sequence. Students were between the ages of five and six, and all three participants were identified as at risk learners in reading. A multiple-probe across participants design was used to evaluate intervention effectiveness. Finding indicated students reading and spelling performance of CVC words improved as a result of the intervention.
Download or read book The Relative Effects of Rule based Strategy and Traditional Method of Instruction on the Spelling Performance of Elementary Students with Learning Disabilities written by Soobang Chang Kim and published by . This book was released on 1998 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of a Spelling Word Study Strategy on the Spelling Performance of High School Students with Learning Disabilities written by Beverly Oviatt Brown and published by . This book was released on 1995 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Reading and Spelling written by Charles Hulme and published by Routledge. This book was released on 2012-12-06 with total page 550 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume includes chapters by a number of leading researchers in the area of reading and spelling development. They review what is currently known about both normal and impaired development of decoding, comprehension, and spelling skills. They also consider recent work on the remediation of reading and spelling difficulties in children and discuss effective remedial strategies.
Download or read book The Effects of Time Delay Procedures on the Acquisition Maintenance and Generalization of Spelling Sight Words for Elementary Students with High incidence Disabilities written by Jenna C. Ott and published by . This book was released on 2019 with total page 74 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reading is a skill in which many students with disabilities perform at a lower level than their peers without disabilities. While previous studies have shown that learning how to read does not automatically help students learn how to spell, learning how to spell does help children learn how to read. Immediate feedback, immediate self-correction, and repetition have been found to be effective components of effective spelling instruction intervention packages. The current study examined the effects of adding technology to the Time Delay strategy on student’s acquisition, maintenance, and generalization of spelling sight words, and also the student’s ability to read those sight words in isolation and fluently in text. This study examined the effects of the Time Delay procedure on sight word spelling for kindergarten and first grade elementary students with high-incidence disabilities in an urban school setting. A multiple baseline single-subject design was used to determine the effectiveness of the Time Delay strategy to teach 15 unknown Dolch Sight Words. These sight words were selected based on an assessment given to determine which words students could not read, and also could not spell. Unknown sight words were put into 3 sets of 5 words each. The Time Delay intervention was used to help students practice spelling these words and a probe for all 15 words was conducted after each session. This allowed maintenance measures to be recorded every trial after set 1 was complete. Generalization was measured as well. The student practiced spelling the word on a tablet but was probed with the materials of paper and pencil. The student was also generalizing what was practiced during the probe because he or she was asked to then read the word both in isolation and in a sentence. Results show that the Time Delay intervention was effective in the acquisition, maintenance, and generalization of sight words for all participants. In addition, results from student and teacher questionnaires indicate that Time Delay was a socially valid intervention.
Download or read book The Effects of Modality based Instruction on the Spelling Performance of Elementary Students written by Susan K. Lee and published by . This book was released on 1990 with total page 82 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Tutor Instruction Self correction and Graphing and Informational Feedback to Parents on Spelling Performance written by Mary Susan Boothe and published by . This book was released on 1980 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: This study assessed the effects of (1) Tutor Instruction, (2) Self-correction and Graphing, and (3) Informational Feedback to Parents on spelling scores of elementary learning disabled students. Three children, two boys and a girl, who had been receiving learning disability tutoring daily, served as subjects in a multielement baseline design. The experiment was conducted to determine (1) whether a functional relationship existed between each of the three treatment procedures and final spelling scores, (2) whether one spelling procedure was more effective than the others studied, and (3) whether any of the effective procedures studied was more efficient than the others in terms of tutor instruction time. Experimental control was not demonstrated as a result of this study. The results were that (1) All three treatment conditions appeared to be related to spelling performance. Spelling scores increased weekly for each subject under each treatment condition. (2) No one spelling procedure appeared to be more effective than the others studied. Slight advantages of tutor instruction were noted in total number of words learned by each subject and average number of words gained per week. (3) Of the effective procedures studied, both Self-correction and Graphing and Informational Feedback to Parents would be more efficient in terms of tutor instruction time.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2001-02 with total page 640 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Research in Education written by and published by . This book was released on 1974 with total page 974 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Effects of Cover Copy and Compare with Fluency Drills on the Acquisition Maintenance and Generalization of Spelling Words with Students who Have Learning Disabilities written by Amy Lyles-Coffmon and published by . This book was released on 2008 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: This study examined the effect of the Cover, Copy and Correct method (CCC) with a Speed Spell Fluency Drill (SS) on the acquisition, maintenance, and generalization of written spelling performance. Subjects were four middle school students with learning disabilities.
Download or read book The Effects of Keyboard and Oral Practice on Spelling Scores of Elementary Students with Learning Disabilities written by Cora Garrison and published by . This book was released on 2001 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effect of Written Word Work Using Word Boxes on the Decoding Fluency of Young At risk Readers written by Claudia Lynne Angus and published by . This book was released on 2007 with total page 135 pages. Available in PDF, EPUB and Kindle. Book excerpt: The effect of written word work using word boxes on the decoding fluency of nine first grade students at-risk for reading failure was investigated. A multiple baseline across-participants single subject research design was implemented to measure the effect on students' rate and accuracy of phoneme segmentation fluency, non-word reading fluency, and oral reading fluency, and the accuracy of spelling. Students were screened and assessed using Dynamic Indicators for Basic Early Literacy Skills (DIBELS) subtests for phonological segmentation fluency (PSF), nonsense word fluency (NWF), and oral reading fluency (ORF) and a six word spelling test. Additional data were collected on students' reading comprehension, receptive vocabulary, and classroom behaviors at the beginning and end of the study. Research was conducted under three conditions: general education curriculum, small group instruction, and a reading intervention that targeted grapheme-phoneme correspondence using guided sentence writing and word boxes. Students participated in a twenty-five minute small group reading intervention four days a week for 6 to 18 weeks depending on when each group entered the study. The results of this study suggest that written word work using word boxes positively impacted students' decoding skills. The most significant effects were noted in the rate and accuracy of non-word fluency and accuracy of spelling. Lower effect sizes were reported in phoneme segmentation and oral reading fluency measures. Two students reached DIBELS grade level goals in PSF and NWF measures by the end of the study. Instruction in written word work that uses guided sentence writing in combination with word boxes appears to be an effective intervention for students who encounter difficulty mastering the alphabetic principle and struggle with decoding fluency.
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1998 with total page 784 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Comparative Analysis of Self correction After Each Word Versus Self correction After a List of Words on Spelling Performance by Elementary Students with Learning Disabilities written by Wendy Lynn Morton and published by . This book was released on 1996 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: This study evaluated the effects of two spelling self-correction strategies; on the acquisition, maintenance, and generalization of words. The study took place in a self-contained elementary classroom for students identified with learning disabilities. Five children, three males and two females, served as subjects.
