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Effectiveness of Visual Imagery Versus Rule-based Strategies in Teaching Spelling to Learning Disabled Students

Darch, C.; Simpson, R.
Abstract:
This article examines the effectiveness of two programs for teaching spelling to learning disabled children. The programs chosen were Spelling Mastery Program and a visual imagery program based on the one developed by Sears & Johnson (1986). The subjects for the study were 28 learning disabled students with a history of low academic achievement, from the rural southeast. Results indicated students in the Spelling Mastery Program significantly outgained students in the visual imagery program on each of the dependent variables. Additionally the study showed that utilizing explicit rule based strategies enhances the ability of learning disabled students to perform memory tasks. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
1990
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Spllng Mstry
Source:
Research in Rural Education
Volume:
7
Number:
1
Pages:
61-70
Design type:
Post-test only control group design with random assignment
Fidelity monitored:
Yes
Students included:
Fourth grade students, students with learning disabilities, Black students, and Caucasian students
Other tags:
Learning disabilities, direct instruction, Spelling Mastery Program, Wide Range of Achievement Test, Test of Written Spelling (TWS), morphemic analysis, phoneme analysis, spelling rules
Location/Setting:
Rural southeast, University based summer program

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