Enhancing Spelling Performance in Students with Learning Disabilities

The present study, using a single subject adapted alternating treatments design, compared the effects of two spelling strategies (cover, copy, compare, and copy-only) used to enhance spelling performance in 2, third-grade students with learning disabilities. The cover, copy compare (CCC) method requ...

Full description

Saved in:
Bibliographic Details
Published inJournal of behavioral education Vol. 15; no. 3; pp. 163 - 170
Main Authors Nies, Keith A., Belfiore, Phillip J.
Format Journal Article
LanguageEnglish
Published New York Springer Science and Business Media, Inc 01.09.2006
Springer
Springer Nature B.V
Subjects
Online AccessGet full text
ISSN1053-0819
1573-3513
DOI10.1007/s10864-006-9017-7

Cover

Loading…
More Information
Summary:The present study, using a single subject adapted alternating treatments design, compared the effects of two spelling strategies (cover, copy, compare, and copy-only) used to enhance spelling performance in 2, third-grade students with learning disabilities. The cover, copy compare (CCC) method required the students to say the word, point to the word, repeat the word, cover the word, print the word, compare the word to the correct model, and correct errors if necessary. The copy-only method required the students to say the word, point to the word, repeat the word, and print the word. Overall, the CCC strategy was more effective in words learned and words retained. Results are discussed in light of CCC requiring a self-evaluation/self-correction component not required in the more traditional method of instruction. By incorporating a simple, self-management component to spelling instruction, teachers may improve spelling performance in the classroom.
Bibliography:SourceType-Scholarly Journals-1
ObjectType-Feature-1
content type line 14
ISSN:1053-0819
1573-3513
DOI:10.1007/s10864-006-9017-7