Spelling Ability of Reading Disabled LD Students and Able Readers

Carpenter, Dale; Miller, Lamoine J.

doi:10.2307/1510618

Cited by 21 publications

(5 citation statements)

References 10 publications

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“…Interviews revealed that students in both groups preferred the computer condition; however, they believed that they learned best in the writing and tracing conditions. S pelling is often characterized as an area of difficulty for students with learning disabilities (LD) (Carpenter & Miller, 1982;Keogh, Becker, Kubic, & Kubic, 1973;Kirk & Elkins, 1975;Poplin, Gray, Larsen, Banikowski, & Mehring, 1980). Although compelling evidence exists documenting spelling difficulties among students with LD, research addressing spelling instruction is limited (Gerber, 1986;Graham & Freeman, 1986).…”

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confidence: 99%

Which Motoric Condition Is Most Effective for Teaching Spelling to Students With and Without Learning Disabilities?

1993

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The purpose of this study was to determine the efficacy of three motoric conditions (writing, tracing, and computer keyboarding) on the spelling performance of 24 third- and fourth-grade students without learning disabilities (NLD) (15 males, 9 females) and 24 third- and fourth-grade students with learning disabilities (LD) (16 males, 8 females). This study applied empirically based procedures for teaching spelling, examined student performance over time, and incorporated student interviews concerning their preference for motoric condition. For number of words spelled and proportion of bi-grams (correct letter sequences) used correctly, significant differences were found between the LD and NLD groups, both at posttest and follow-up, with the NLD students learning to spell more words and apply more correct bi-grams than the students with LD. There was no significant effect for condition for either words spelled or bi-grams, indicating that students did not learn significantly more words in the writing, tracing, or computer condition. There was also a significant time effect indicating that the accuracy of both groups decreased over time from posttest to follow-up for both words and bi-grams. Interviews revealed that students in both groups preferred the computer condition; however, they believed that they learned best in the writing and tracing conditions.

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confidence: 99%

Which Motoric Condition Is Most Effective for Teaching Spelling to Students With and Without Learning Disabilities?

1993

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“…In addition, Gerber and Hall conducting developmental studies with learning disabled children report evidence that spelling abilities of learning disabled populations follow normal developmental patterns though at a delayed rate (Gerber & Hall, in press;Poplin 1983). Carpenter & Miller (1982) found that even intermediate LD children spelled and used error patterns like their younger nondisabled counterparts (Carpenter 1983).…”

Section: Review Of Major Studiesmentioning

confidence: 99%

Developmental Aspects of Learning to Spell

Gentry

1984

Academic Therapy

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“…Unfortunately, many students still have significant problems with spelling-for example, students with learning disabilities (Johnson & Myklebust, 1967) and poor readers (Carpenter & Miller, 1982). These students need adaptive approaches for managing spelling.…”

Section: Adaptive Approachesmentioning

confidence: 99%