title: The write-say method for improving spelling accuracy in children with learning disabilities.
abstract: We evaluated a teaching strategy designed to improve spelling accuracy in children with learning disabilities. The write-say method provides immediate feedback to dual sensory modalities (i.e., visual and auditory) following the administration of a daily spelling test. Four males and three females (mean age = 11.61 years) with learning disabilities were introduced to the write-say procedure within a multiple-baseline design. Compared to control conditions (i.e., studying words on one's own), experimental procedures significantly enhanced subjects' spelling accuracy in a brief period of time. The write-say procedure was also advocated as a cost-effective method of spelling instruction for small classroom settings.
authors.affiliation: Department of Psychology, University of Nevada, Las Vegas 89154.
authors.forename: C A
authors.initials: CA
authors.lastname: Kearney
authors.forename: R S
authors.initials: RS
authors.lastname: Drabman
mesh_terms: D000293:Adolescent; D002648:Child; D004519:Education, Special; D005260:Female; D006801:Humans; D007859:Learning Disabilities / Q000628:therapy*; D008297:Male; D011939:Mental Recall; D014705:Verbal Behavior; D014706:Verbal Learning; D014956:Writing