title: The effect of five proofreading conditions on the spelling performance of college students with learning disabilities.
abstract: This study investigated the effect of five proofreading conditions on the spelling performance of 12 college students with learning disabilities on a composition activity. The proofreading conditions investigated were handwriting with no additional assistance, handwriting with a conventional print dictionary, handwriting with a handheld spelling checker, word processing with no additional assistance, and word processing with an integrated spelling checker. A repeated measures ANOVA was used to analyze the results, with proofreading condition used as a within-participants factor. Except for handwriting alone, all of the techniques resulted in significant reductions in the number of spelling errors in the students' written work; however, none of the techniques enabled the students to produce compositions with a mean level of spelling accuracy comparable to that of their nondisabled peers.
authors.affiliation: Pennsylvania State University, University Park 16802, USA.
authors.forename: D
authors.initials: D
authors.lastname: McNaughton
authors.forename: C
authors.initials: C
authors.lastname: Hughes
authors.forename: K
authors.initials: K
authors.lastname: Clark
mesh_terms: D000124:Achievement; D000293:Adolescent; D000328:Adult; D001288:Attention; D005260:Female; D006801:Humans; D007859:Learning Disabilities / Q000523:psychology / Q000628:therapy*; D008297:Male; D008838:Microcomputers; D011932:Reading; D012984:Software; D014706:Verbal Learning; D014956:Writing