The purpose of this study was to assess the effects of cover, copy, and compare (CCC) on the spelling performance of three male middle school students. Two of the participants had learning disabilities and the third was health impaired. The study was conducted in a public school resource room in the Pacific Northwest. A multiple-baseline across…

"Spelling Mastery" is designed to explicitly teach spelling skills to students in grades 1 through 6. One of several Direct Instruction curricula from McGraw-Hill that precisely specify how to teach incremental content, "Spelling Mastery" includes phonemic, morphemic, and whole-word strategies. The What Works Clearinghouse…

This study compared two instructional methods for teaching spelling to elementary students with learning disabilities (LD). Forty-two elementary students with LD were randomly assigned to one of two instructional groups to teach spelling words: (a) a rule-based strategy group that focused on teaching students spelling rules (based on the…

Learning-disabled elementary-school students (n=126) who received computerized math and spelling drill-and-practice for a year expressed more positive attitudes toward academic work on the computer than toward similar academic tasks. They also reported more favorable opinions toward academic work than did 89 learning-disabled students not using…

Thirty special educators were randomly assigned to treatment groups, including a control condition and different levels of curriculum-based management analysis, one of which included graphed performance indicators with skills analysis; one, graphed performance indicators only, and another, graphed performance indicators with ordered lists of…

The purpose of this study was to train a paraprofessional to implement the Direct Instruction (DI) "Spelling Mastery" (Dixon, Engelmann, & Bauer, 1990a, 1990b) program and to investigate the effectiveness of the instruction delivered by the paraprofessional for students with learning disabilities. We investigated (a) the extent to…

The traditional approach toward teaching spelling was compared with a copy, cover, and compare approach for 9 special education (learning-disabled) students in grades 4, 5, and 6. Spelling performance improved in the copy, cover, compare condition; and students preferred this approach. (SLD)

Spelling competence in English L2 is not the result of specific teaching and training. Two questions are discussed in this article: How do Dutch learners manage to gain control of this complicated system? And what spelling knowledge is acquired? Because beginning learners lack the necessary prerequisites for a phonological strategy, it is claimed…