Literaturnachweis - Detailanzeige
Autor/inn/en | Williams, Kelly J.; Austin, Christy R.; Vaughn, Sharon |
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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 |
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 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 |