[Systematic application of visualized solution algorithms and verbal self-instruction in spelling remediation: initial results of general practice outcomes].
In this study the effects of a remedial spelling training approach were evaluated, which systematically combines certain visualization and verbalization methods to foster students' spelling knowledge and strategy use. Achievement-related pre- and posttest data of two treatment cohorts including children and adolescents with severe spelling disabilities were analyzed. The treatment was administered in single-case or small group sessions and took about 85 hours in average. In each cohort empirical results could demonstrate statistically significant increases in students' spelling test performance.
Faber
Günter
G
gunfab@t-online.de
D000293:Adolescent; D000465:Algorithms; D002648:Child; D015331:Cohort Studies; D004410:Dyslexia / Q000175:diagnosis / Q000523:psychology / Q000628:therapy*; D004522:Educational Status; D005260:Female; D005500:Follow-Up Studies; D006801:Humans; D008297:Male; D011340:Problem Solving; D011380:Programmed Instructions as Topic; D012073:Remedial Teaching / Q000379:methods*; D016896:Treatment Outcome; D014706:Verbal Learning; D014956:Writing