Children with Specific Language Impairment (SLI) have demonstrated general spelling and writing difficulties. We investigated the sensitivity of children with SLI to the consistent spelling of root morphemes, a feature to which young typically developing children demonstrate sensitivity. We asked children with SLI and two groups of typically…

A revised concept of multimodality, multisensory instruction which minimizes the visual modality is suggested to deal primarily with the severe spelling difficulties of the dyslexic and of others with a similar language problem. (Author/SW)

The authors describe the results from a study using sign language and the manual alphabet to improve spelling skills of learning disabled second graders. (SBH)

Two studies required 11 learning disabled (LD) elementary students to spell unknown words using standard written dictation and imitation-modeling. When the LD students were permitted sufficient, though individually variable, exposure to minimal correction procedures, they spontaneously generalized what had been learned from one spelling list to…

Three curricular approaches to spelling instruction are discussed: whole word; phonemic; and morphemic. Sameness analysis is used to indicate the theoretical potential of each approach for helping students with learning disabilities to achieve generalization in their spelling, and the influence of generalization upon retention and transfer is…

Two experiments--one with two educable mentally retarded 8-year-old boys, and the other with a 12-year-old learning disabled boy--each compared the effectiveness of two methods of correcting spelling errors: showing the child a correct model versus imitating his errors and then showing the correct model. (Author)

Blending and spelling training were compared to determine which intervention would improve the decoding skills of two first-grade boys with learning disabilities. Although neither intervention proved superior, the children met the learning criterion with both interventions and demonstrated both maintenance and generalization of their skills. (DB)

Seven students (ages 10-13) with learning disabilities were introduced to the write-say method, which provides immediate visual and auditory feedback following the administration of a daily spelling test. Compared to studying words on one's own, the write-say method significantly enhanced subjects' spelling accuracy in a brief period of time.…