A Comparison of the Taped Spelling Intervention and Cover, Copy, and Compare for Students with Learning Disabilities

Autor/inn/en	Zannikos, Menas E.; McCallum, Elizabeth; Schmitt, Ara J.; Pearson, Kristen E.
Titel	A Comparison of the Taped Spelling Intervention and Cover, Copy, and Compare for Students with Learning Disabilities
Quelle	In: Journal of Behavioral Education, 27 (2018) 3, S.301-323 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McCallum, Elizabeth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-0819
DOI	10.1007/s10864-018-9293-z
Schlagwörter	Program Effectiveness; Intervention; Grade 5; Elementary School Students; Learning Disabilities; Reading Achievement; Writing Achievement; Spelling; Maintenance; Audio Equipment; Error Correction + Suchen Sie Ihr Suchwort? School year 05; 5. Schuljahr; Schuljahr 05; Learning handicap; Lernbehinderung; Leseleistung; Schreibweise; Audio-CD; Korrektur
Abstract	This study evaluated the effectiveness and compared the efficiency of two interventions on the spelling performance of four fifth-grade students with learning disabilities in reading and writing. The first intervention, Cover, Copy, and Compare (CCC), is an established, evidence-based procedure, while the second, the Taped Spelling Intervention (TSI), is a new procedure with only one published article establishing its effectiveness at the time of this study. Although both interventions resulted in spelling performance gains, learning speed was higher in the CCC condition and students overwhelmingly reported preferences for CCC over TSI. Spelling gains were maintained on assessments administered approximately two weeks following the final intervention sessions for both interventions. Discussion focuses on the importance of easily implemented, socially acceptable, time- and resource-efficient interventions for increasing the academic performance of students, and the value of comparative analyses for choosing appropriate interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01