A comparative analysis of self-correction after each word versus self-correction after a list of words on spelling performance by elementary students with learning disabilities
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| Language: | English |
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The Ohio State University / OhioLINK
1996
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| Online Access: | http://rave.ohiolink.edu/etdc/view?acc_num=osu1299071132 |
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ndltd-OhioLink-oai-etd.ohiolink.edu-osu1299071132 |
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ndltd-OhioLink-oai-etd.ohiolink.edu-osu12990711322021-08-03T06:01:44Z A comparative analysis of self-correction after each word versus self-correction after a list of words on spelling performance by elementary students with learning disabilities Morton, Wendy Lynn <p>This study evaluated the effects of two spelling self-correction strategies; on the acquisition, maintenance, and generalization of words. The study took place in a self-contained elementary classroom for students identified with learning disabilities. Five children, three males and two females, served as subjects.</p><p>The students practiced weekly list of 20 spelling words using two self-correction procedures. In both methods the students listened to audiotapes in which the list of spelling words was dictated. Ten spelling words (half of the weekly spelling list) were practiced by self-correcting after each word. The students heard each spelling word dictated, used in a sentence, and repeated. The student opened their "self-correct after every word" folder and lifted up the corresponding cardstock cover displaying only the spelling word that they just attended. The students checked the spelling of the word and placed a check mark next to the word if it was spelled correctly, or rewrote (self-correct) the word, if needed while using the word in the folder as a model. The students repeated this process.</p><p>The other half of each weeks' spelling list were self-corrected after the student had heard and attempted all 10 words. The words were dictated in the same format as self-correcting after each word, however the student heard all 10 words on audiotape before being instructed to self-correct. The students repeated this process.</p><p>Student performance was evaluated by weekly spelling test of the 20 spelling words. The students were posttested on a weekly basis to test for maintenance for previously learned words. Students were also encouraged to use spelling words in written compositions, to test for generalization. All of the students acquired more words using the self-correcting after each word procedure. More words were spelled correctly that were practiced self-correcting after attempting each word on 31 (77.5%) out of the forty combined weekly tests. Four of the five students maintained more words that were practiced using the self-correcting after every word procedure, on the 1-week maintenance tests. More words were spelled correctly on 82.5% of the five students' combined (n=40) 1-week maintenance tests; that were practiced self-correcting after attempting each word. Neither procedure proved superior to another in the generalization measure.</p> 1996 English text The Ohio State University / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=osu1299071132 http://rave.ohiolink.edu/etdc/view?acc_num=osu1299071132 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws. |
| collection |
NDLTD |
| language |
English |
| sources |
NDLTD |
| author |
Morton, Wendy Lynn |
| spellingShingle |
Morton, Wendy Lynn A comparative analysis of self-correction after each word versus self-correction after a list of words on spelling performance by elementary students with learning disabilities |
| author_facet |
Morton, Wendy Lynn |
| author_sort |
Morton, Wendy Lynn |
| title |
A comparative analysis of self-correction after each word versus self-correction after a list of words on spelling performance by elementary students with learning disabilities |
| title_short |
A comparative analysis of self-correction after each word versus self-correction after a list of words on spelling performance by elementary students with learning disabilities |
| title_full |
A comparative analysis of self-correction after each word versus self-correction after a list of words on spelling performance by elementary students with learning disabilities |
| title_fullStr |
A comparative analysis of self-correction after each word versus self-correction after a list of words on spelling performance by elementary students with learning disabilities |
| title_full_unstemmed |
A comparative analysis of self-correction after each word versus self-correction after a list of words on spelling performance by elementary students with learning disabilities |
| title_sort |
comparative analysis of self-correction after each word versus self-correction after a list of words on spelling performance by elementary students with learning disabilities |
| publisher |
The Ohio State University / OhioLINK |
| publishDate |
1996 |
| url |
http://rave.ohiolink.edu/etdc/view?acc_num=osu1299071132 |
| work_keys_str_mv |
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