The effects of tutor instruction, self-correction and graphing, and informational feedback to parents on spelling performance
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| Language: | English |
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The Ohio State University / OhioLINK
1980
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| Online Access: | http://rave.ohiolink.edu/etdc/view?acc_num=osu1301939100 |
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ndltd-OhioLink-oai-etd.ohiolink.edu-osu1301939100 |
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ndltd-OhioLink-oai-etd.ohiolink.edu-osu13019391002021-08-03T06:02:13Z The effects of tutor instruction, self-correction and graphing, and informational feedback to parents on spelling performance Boothe, Mary Susan <p>This study assessed the effects of (1) Tutor Instruction, (2) Self-correction and Graphing, and (3) Informational Feedback to Parents on spelling scores of elementary learning disabled students. Three children, two boys and a girl, who had been receiving learning disability tutoring daily, served as subjects in a multielement baseline design. The experiment was conducted to determine (1) whether a functional relationship existed between each of the three treatment procedures and final spelling scores, (2) whether one spelling procedure was more effective than the others studied, and (3) whether any of the effective procedures studied was more efficient than the others in terms of tutor instruction time. Experimental control was not demonstrated as a result of this study. The results were that (1) All three treatment conditions appeared to be related to spelling performance. Spelling scores increased weekly for each subject under each treatment condition. (2) No one spelling procedure appeared to be more effective than the others studied. Slight advantages of tutor instruction were noted in total number of words learned by each subject and average number of words gained per week. (3) Of the effective procedures studied, both Self-correction and Graphing and Informational Feedback to Parents would be more efficient in terms of tutor instruction time.</p> 1980 English text The Ohio State University / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=osu1301939100 http://rave.ohiolink.edu/etdc/view?acc_num=osu1301939100 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 |
Boothe, Mary Susan |
| spellingShingle |
Boothe, Mary Susan The effects of tutor instruction, self-correction and graphing, and informational feedback to parents on spelling performance |
| author_facet |
Boothe, Mary Susan |
| author_sort |
Boothe, Mary Susan |
| title |
The effects of tutor instruction, self-correction and graphing, and informational feedback to parents on spelling performance |
| title_short |
The effects of tutor instruction, self-correction and graphing, and informational feedback to parents on spelling performance |
| title_full |
The effects of tutor instruction, self-correction and graphing, and informational feedback to parents on spelling performance |
| title_fullStr |
The effects of tutor instruction, self-correction and graphing, and informational feedback to parents on spelling performance |
| title_full_unstemmed |
The effects of tutor instruction, self-correction and graphing, and informational feedback to parents on spelling performance |
| title_sort |
effects of tutor instruction, self-correction and graphing, and informational feedback to parents on spelling performance |
| publisher |
The Ohio State University / OhioLINK |
| publishDate |
1980 |
| url |
http://rave.ohiolink.edu/etdc/view?acc_num=osu1301939100 |
| work_keys_str_mv |
AT boothemarysusan theeffectsoftutorinstructionselfcorrectionandgraphingandinformationalfeedbacktoparentsonspellingperformance AT boothemarysusan effectsoftutorinstructionselfcorrectionandgraphingandinformationalfeedbacktoparentsonspellingperformance |
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