Getting the Bugs out with PESTS: A Mnemonic Approach to Spelling Sight Words for Students with Learning Disabilities

Autor/inn/en	Howard, Sue; DaDeppo, Lisa M. W.; De La Paz, Susan
Titel	Getting the Bugs out with PESTS: A Mnemonic Approach to Spelling Sight Words for Students with Learning Disabilities
Quelle	In: TEACHING Exceptional Children Plus, 4 (2008) 5, Artikel 3 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1553-9318
Schlagwörter	Spelling; Learning Disabilities; Sight Vocabulary; Literacy Education; Mnemonics; Teaching Methods; Reading Skills; Comparative Analysis; Instructional Effectiveness; Elementary School Students + Suchen Sie Ihr Suchwort? Schreibweise; Learning handicap; Lernbehinderung; Mnemotechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Reading skill; Lesefertigkeit; Unterrichtserfolg
Abstract	Difficulties with spelling can impact students' reading acquisition and writing, having a critical impact on overall literacy development. Students with learning disabilities (LD) often struggle with spelling. We describe a case study with three elementary-aged students with LD using a mnemonic approach to spelling sight words. Our approach, called PESTS, included acrostics, pictorial representation, and stories. The instruction was applied to key words in daily instruction and compared to a traditional approach to spelling sight words. Each of the students improved his or her spelling, as measured by a standardized spelling test, a developmental spelling test, and a researcher-developed instrument. (Contains 3 figures and 1 footnote.) (As Provided).
Anmerkungen	Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://escholarship.bc.edu/education/tecplus
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10