Literaturnachweis - Detailanzeige
Autor/inn/en | Alber, Sheila R.; Walshe, Suzanne E. |
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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 |
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 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 |