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 Speaking Reading and Writing in Children With Language Learning Disabilities written by Katharine G. Butler and published by Psychology Press. This book was released on 2001-12 with total page 376 pages. Available in PDF, EPUB and Kindle. Book excerpt: This work shows that being literate requires more than functional literacy, the recognition of printed words as meaningful. It requires the knowledge of how to use language as a tool for analysing, synthesizing, and integrating what is heard or read in order to arrive at new interpretations.
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 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 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 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 Effect of Fingerspelling Practice on Spelling Acquisition of Students Identified as Learning Disabled written by Sharon Pierce Mills and published by . This book was released on 1995 with total page 50 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Predicting Spelling Scores from Math Scores in a Population of Elementary School Students with a Learning Disability written by and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Recent research has begun focusing on the connections between reading and mathematics. Little research, however, has examined connections between mathematics and other reading related skills, such as spelling. Moreover, working memory may a play a significant role in both systems. Results indicated a significant predictive relationship between spelling and mathematics. Furthermore, this relationship was found to be partially mediated by measures of phonological working memory.
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 Comprehensive Dissertation Index written by and published by . This book was released on 1984 with total page 810 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 Validated Practices in Spelling for Students with Learning Disabilities written by Sherie Helen Owens and published by . This book was released on 2001 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Reading Writing and Repetition written by Patricia J. Tattersall and published by . This book was released on 2010 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt: The central purpose of this three-paper dissertation was to explore the ability of school-age children with and without language-learning disabilities (LLD) to apply sound/word level structure knowledge when performing speaking, spelling, and reading tasks. Data came from a larger investigation that used stratifed sampling to create two ability groups--children with typical language (TL) and with LLD--comparable in terms of age (range 6 through 18 years), sex, race/ethnicity, and socioeconomic status. The first study addressed questions about whether a short probe of nonword stimuli that are more wordlike (contained true morphemes) or less wordlike (contained no true morphemes) are better suited for discriminating the spoken word repetition abilities of students with TL and LLD at different ages. Both word lists differentiated children with TL and LLD with large effect sizes at all four age levels, and both appear to have diagnostic value. The second study examined relationships of nonword processing performance in students with and without LLD across the three taks of nonword speaking (repetition), spelling, and reading with two additional variables, phonemic awareness (PA) and vocabulary awareness (VA). Regression analysis showed that PA was associated significantly with all tasks for LLD students and with reading and spelling for students with TL. VA was associated significantly with all tasks for TL students, but only with nonword spelling for students with LLD. In the third study, fine-grained error analysis was used to describe error profiles (phoenemic, orthographic, and morphemic) for TL and LLD on nonword spelling and reading tasks. At the elementary level, both groups made significantly more morphemic errors in spelling than reading; also, students with TL made significantly more orthographic errors in spelling than reading. At the secondary level, the LLD students exhibited significantly more phonic and morphemic errors in spelling than in reading. Thus students with LLD appear to exhibit error patterns that are qualitatively different and go beyond simple differences in degree from students with TL. Collectively, these studies contribute to understanding of sound/word level structure knowledge in oral and literate tasks. Findings have practical implications for designing assessment measures and intervention programs targeting inter-modality abilities.
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 Effects of Pre practice Reading and Selected Materials on Oral Reading Rates of Learning Disabled Junior High School Boys written by Stephen Alan Carlson and published by . This book was released on 1980 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Differential Instrucional Environments on Spelling Achievement written by Vickie French Forgety and published by . This book was released on 1991 with total page 54 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 1989 with total page 996 pages. Available in PDF, EPUB and Kindle. Book excerpt:
