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 Dissertation Abstracts International written by and published by . This book was released on 1999 with total page 704 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 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 Spelling Mastery What Works Clearinghouse Intervention Report written by What Works Clearinghouse (ED) and published by . This book was released on 2014 with total page 15 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Spelling Mastery" is designed to explicitly teach spelling skills to students in grades 1 through 6. One of several Direct Instruction curricula from McGraw-Hill that precisely specify how to teach incremental content, "Spelling Mastery" includes phonemic, morphemic, and whole-word strategies. The What Works Clearinghouse (WWC) identified two studies of "Spelling Mastery" that both fall within the scope of the Students with Learning Disabilities topic area and meet WWC evidence standards. These two studies meet standards without reservations. Together, these studies included 70 students with learning disabilities in grades 2 through 4 in three elementary schools or receiving instruction at a summer program. The WWC considers the extent of evidence for "Spelling Mastery" on the writing achievement of students with learning disabilities to be small for one outcome domain--writing. There were no studies that meet standards in the eight other domains, so they do not report on the effectiveness of "Spelling Mastery" for those domains in this intervention report. Appended are: (1) Research details for Darch & Simpson (1990); (2) Research details for Darch et al. (2006); (3) Outcome measures for the writing domain; (4) Findings included in the rating for the writing domain; and (5) Description of subtest findings for the writing domain. An explanation of the WWC rating criteria and a glossary of terms are also included. (Contains 5 endnotes and 5 tables.) [The two studies examined in this intervention report are: (1) Darch, C., & Simpson, R. G. (1990). "Effectiveness of visual imagery versus rule-based strategies in teaching spelling to learning disabled students." "Research in Rural Education," 7(1), 61-70; and (2) Darch, C., Eaves, R. C., Crowe, D. A., Simmons, K., and Conniff, A. (2006). "Teaching spelling to students with learning disabilities: A comparison of rule-based strategies versus traditional instruction." "Journal of Direct Instruction," 6(1), 1-16.].
Download or read book Improving the Spelling Skills of Elementary Students with Mild Learning and Behavior Problems written by and published by . This book was released on 2007 with total page 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 Spelling written by Diane Montgomery and published by Burns & Oates. This book was released on 1997 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt: Based on research undertaken by trainee teachers, this book looks at all areas of spelling difficulties. It is essential reading for all teachers and those concerned with literacy.
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 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 Spelling Efficiency in Relation to Age Grade and Sex and the Question of Transfer written by John Edward Wallace Wallin and published by . This book was released on 1911 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Linguistics and Language Behavior Abstracts written by and published by . This book was released on 1996 with total page 1080 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Training Strategic Behaviors on the Spelling Performance of Learning Disabled Children written by Terry Lee Weaver and published by . This book was released on 1984 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Contemporary Perspectives on Reading and Spelling written by Clare Wood and published by Routledge. This book was released on 2009-09-10 with total page 416 pages. Available in PDF, EPUB and Kindle. Book excerpt: With contributions from leading international researchers, Contemporary Perspectives on Reading and Spelling offers a critique of current thinking on the research literature into reading, reading comprehension and writing. Each paper in this volume provides an account of empirical research that challenges aspects of accepted models and widely accepted theories about reading and spelling. This book develops the argument for a need to incorporate less widely cited research into popular accounts of written language development and disability, challenging the idea that the development of a universal theory of written language development is attainable. The arguments within the book are explored in three parts: overarching debates in reading and spelling reading and spelling across languages written language difficulties and approaches to teaching. Opening up the existing debates, and incorporating psychological theory and the politics surrounding the teaching and learning of reading and spelling, this edited collection offers some challenging points for reflection about how the discipline of psychology as a whole approaches the study of written language skills. Highlighting ground-breaking new perspectives, this book forms essential reading for all researchers and practitioners with a focus on the development of reading and spelling skills.
Download or read book Spelling in the Elementary School written by Anna Jane McKeag and published by . This book was released on 1902 with total page 450 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Spelling Rules Riddles and Remedies written by Sally Raymond and published by Routledge. This book was released on 2014-04-24 with total page 167 pages. Available in PDF, EPUB and Kindle. Book excerpt: Spelling Rules, Riddles and Remedies is for anyone supporting learners who are struggling to understand the world of English spellings. This book engages both learners and their learning by using practical and dynamic resources to reveal the cause and effect of spelling confusions. By posing opportunities for understanding memory-related applications, learners and their spelling tutors are then empowered with the knowledge and resources required to amend, improve and proliferate spelling success. Using a range of unique and very accessible 'Spelling Detective' and 'Learning Application' activities, best-selling author Sally Raymond: • Shows how to engage a pupil through use of meta-cognition; • Highlights reasons why spelling abilities might fail; • Explores and resolves the impact of English spelling irregularities and deviations through informed discovery; • Uses mnemonics and story-lines to link tangible prompts to confident spelling ability; • Provides structured game-play and challenging practise lessons; • Boosts pupils’ achievement through the strategic use of multiple processing skills. Clearly presented and highly illustrated, this book encourages creativity and shows teachers how to adopt and adapt a variety of learning strategies to suit different needs. Targeting learners in Key Stage 2 upwards, Spelling Rules, Riddles and Remedies brings a wealth of ideas to stimulate spelling success.
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.
