A Synthesis of Spelling and Reading Interventions and Their Effects on the Spelling Outcomes of Students with LD
Journal of Learning Disabilities Volume 39, Number 6, ISSN 0022-2194
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.
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.
Cited ByView References & Citations Map
Cindy L. Anderson, Roosevelt University, United States; Susan Cherup, Hope College, United States; Kevin M. Anderson, Oak Park District 97, United States
Contemporary Issues in Technology and Teacher Education Vol. 9, No. 3 (September 2009) pp. 337–355
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.