When to Self-Correct Spelling Words: A Systematic Replication

Autor/inn/en	Alber, Sheila R.; Walshe, Suzanne E.
Titel	When to Self-Correct Spelling Words: A Systematic Replication
Quelle	In: Journal of Behavioral Education, 13 (2004) 1, S.51-66 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-0819
DOI	10.1023/B:JOBE.0000011260.12674.a3
Schlagwörter	Error Correction; Spelling; Spelling Instruction; Grade 5; Attention Deficit Disorders; Hyperactivity; Learning Disabilities; Word Lists; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Korrektur; Schreibweise; Orthographieunterricht; Rechtschreibunterricht; School year 05; 5. Schuljahr; Schuljahr 05; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Hyperaktivität; Learning handicap; Lernbehinderung; Wortliste; Unterrichtserfolg
Abstract	Previous studies have consistently demonstrated self-correction to be more effective than "traditional" approaches to spelling instruction. This investigation examined the comparative effects of self-correction after attempting each word and self-correction after attempting a list of 10 words by six fifth-graders with learning disabilities or attention deficit-hyperactivity disorder. An alternating treatments design showed self-correction after each word to be more effective for (a) acquisition of new spelling words as measured by weekly spelling tests for five of the six students, and (b) maintenance of spelling words as measured by 1-week maintenance tests for all six students. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10