A Synthesis of Spelling Interventions for Secondary Students with Disabilities

Autor/inn/en	Williams, Kelly J.; Austin, Christy R.; Vaughn, Sharon
Titel	A Synthesis of Spelling Interventions for Secondary Students with Disabilities
Quelle	In: Journal of Special Education, 52 (2018) 1, S.3-15 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466917732777
Schlagwörter	Secondary School Students; Spelling Instruction; Intervention; Disabilities; Synthesis; Case Studies; Outcomes of Education; Direct Instruction; Writing (Composition); Learning Disabilities; Emotional Disturbances; Behavior Disorders; Study Habits; Learning Strategies; Physical Disabilities; Intellectual Disability; Autism; Technology Uses in Education; Phoneme Grapheme Correspondence; Morphemes; Teaching Methods; Coding; Effect Size; Literature Reviews + Suchen Sie Ihr Suchwort? Sekundarschüler; Orthographieunterricht; Rechtschreibunterricht; Handicap; Behinderung; Case study; Fallstudie; Case Study; Lernleistung; Schulerfolg; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Schreibübung; Learning handicap; Lernbehinderung; Gefühlsstörung; Study behavior; Study behaviour; Studienverhalten; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Physical handicap; Körperbehinderung; Intellect; Disability; Disabilities; Verstand; Autismus; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Morphem; Teaching method; Lehrmethode; Unterrichtsmethode; Codierung; Programmierung
Abstract	This synthesis examined the effects of spelling interventions on spelling outcomes for students with disabilities in Grades 6 through 12. Thirteen single-case design studies were identified for inclusion in the review. No studies used a treatment/comparison design. The most common types of interventions involved systematic study strategies, such as cover-copy-compare, as well as technological assistance. Most of the spelling interventions increased spelling outcomes for words directly taught or studied in the intervention or increased the percentage of words spelled correctly in written compositions. For students with learning disabilities (LD) or emotional and behavioral disorders (EBD), spelling interventions usually emphasized study strategies, while interventions for students with other disabilities (orthopedic impairment, intellectual disability, and autism) emphasized the use of technology. Noticeably absent from these interventions were the direct teaching of phoneme to grapheme correspondences and morphemic approaches, which are often used with students in the elementary grades. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01