You are here:

A Synthesis of Spelling and Reading Interventions and Their Effects on the Spelling Outcomes of Students with LD
ARTICLE

, , , , ,

Journal of Learning Disabilities Volume 39, Number 6, ISSN 0022-2194

Abstract

Previous research studies examining the effects of spelling and reading interventions on the spelling outcomes of students with learning disabilities (LD) are synthesized. An extensive search of the professional literature between 1995 and 2003 yielded a total of 19 intervention studies that provided spelling and reading interventions to students with LD and measured spelling outcomes. Findings revealed that spelling outcomes were consistently improved following spelling interventions that included explicit instruction with multiple practice opportunities and immediate corrective feedback after the word was misspelled. Furthermore, evidence from spelling interventions that employed assistive technology aimed at spelling in written compositions indicated positive effects on spelling outcomes.

Citation

Wanzek, J., Vaughn, S., Wexler, J., Swanson, E.A., Edmonds, M. & Kim, A.H. (2006). A Synthesis of Spelling and Reading Interventions and Their Effects on the Spelling Outcomes of Students with LD. Journal of Learning Disabilities, 39(6), 528-543. Retrieved October 21, 2019 from .

This record was imported from ERIC on April 18, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.