國立虎尾科技大學 |

Spelling Instruction for Students with Learning Disabilities.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Spelling Instruction for Students with Learning Disabilities./
作者:	Grochowicz, Rebecca.
面頁冊數:	1 online resource (43 pages)
附註:	Source: Masters Abstracts International, Volume: 57-02.
標題:	Special education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355415261

Spelling Instruction for Students with Learning Disabilities.
Grochowicz, Rebecca.

Spelling Instruction for Students with Learning Disabilities. - 1 online resource (43 pages)

Source: Masters Abstracts International, Volume: 57-02.

Thesis (M.A.)--Rowan University, 2018.

Includes bibliographical references

The purpose of this study was to compare the success of phonetic-based and memory-based spelling instruction on students with learning disabilities. This study implemented a pretest-posttest design. The participants were six learning disabled second grade students in a resource room setting. All participants were performing below grade level in Language Arts and Reading. Data was collected during a baseline phase, intervention phase, and post-intervention phase. Students were taught list spelling words using both phonetic-based and memory-based strategies on alternating weeks. Their weekly progress and retention rates were recorded and compared to the baseline data. Overall, the results of the study showed that both phonetic-based and memory-based strategies can be an effective teaching method for students with learning disabilities. Participants in the study each favored one strategy over the other and performed best when their preferred strategy was used. Favored strategies were the same for students with the same or similar disabilities. All students made progress using both strategies as compared to the baseline data. This research shows the benefit of teaching in homogeneous groups based on specific learning disabilities.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355415261Subjects--Topical Terms:

567627
Special education.
Index Terms--Genre/Form:

554714
Electronic books.

Spelling Instruction for Students with Learning Disabilities.
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500 $a Source: Masters Abstracts International, Volume: 57-02.
500 $a Advisers: Sydney Kuder; Amy Accardo.
502 $a Thesis (M.A.)--Rowan University, 2018.
504 $a Includes bibliographical references
520 $a The purpose of this study was to compare the success of phonetic-based and memory-based spelling instruction on students with learning disabilities. This study implemented a pretest-posttest design. The participants were six learning disabled second grade students in a resource room setting. All participants were performing below grade level in Language Arts and Reading. Data was collected during a baseline phase, intervention phase, and post-intervention phase. Students were taught list spelling words using both phonetic-based and memory-based strategies on alternating weeks. Their weekly progress and retention rates were recorded and compared to the baseline data. Overall, the results of the study showed that both phonetic-based and memory-based strategies can be an effective teaching method for students with learning disabilities. Participants in the study each favored one strategy over the other and performed best when their preferred strategy was used. Favored strategies were the same for students with the same or similar disabilities. All students made progress using both strategies as compared to the baseline data. This research shows the benefit of teaching in homogeneous groups based on specific learning disabilities.
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538 $a Mode of access: World Wide Web
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650 4 $a Language arts. $3 556677
650 4 $a Reading instruction. $3 1148440
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