title: A synthesis of spelling and reading interventions and their effects on the spelling outcomes of students with LD.
abstract: Previous research studies examining the effects of spelling and reading interventions on the spelling outcomes of students with learning disabilities (LD) are synthesized. An extensive search of the professional literature between 1995 and 2003 yielded a total of 19 intervention studies that provided spelling and reading interventions to students with LD and measured spelling outcomes. Findings revealed that spelling outcomes were consistently improved following spelling interventions that included explicit instruction with multiple practice opportunities and immediate corrective feedback after the word was misspelled. Furthermore, evidence from spelling interventions that employed assistive technology aimed at spelling in written compositions indicated positive effects on spelling outcomes.
authors.affiliation: University of Texas at Austin, USA.
authors.forename: Jeanne
authors.initials: J
authors.lastname: Wanzek
authors.forename: Sharon
authors.initials: S
authors.lastname: Vaughn
authors.forename: Jade
authors.initials: J
authors.lastname: Wexler
authors.forename: Elizabeth A
authors.initials: EA
authors.lastname: Swanson
authors.forename: Meghan
authors.initials: M
authors.lastname: Edmonds
authors.forename: Ae-Hwa
authors.initials: AH
authors.lastname: Kim
mesh_terms: D002648:Child; D004410:Dyslexia / Q000628:therapy; D005246:Feedback; D006801:Humans; D007859:Learning Disabilities / Q000628:therapy*; D013663:Teaching / Q000379:methods*; D016896:Treatment Outcome; D014705:Verbal Behavior