Instructional procedures that teach spelling words in small instructional units, provide relevant practice with corrective feedback, and emphasize transfer to novel words and to writing sentences can substantially circumvent the effects of learning disabilities. (CL)

Twenty-four learning disabled (LD) elementary grade children were given spelling lessons incorporating reduced unit size, distributed practice and review, and training for transfer. Ss scored higher on a posttest measure than a comparison group that had received more traditional lessons. (CL)

Nine poor spellers (8-13 years old) received four alternating experimental treatments during a 16-week spelling program. Results indicated that student-directed instruction that incorporated visual and verbal cues was most effective in increasing children's spelling accuracy. (Author/CL)

A classroom procedure included error imitation and correction and repeated practice to mastery within regular third-grade spelling instruction. Pretesting and posttesting compared corrected-test procedures with standard practice and practice with fewer words. Significantly higher test scores and teacher ratings documented the effectiveness of the…

Results are presented from a study which documents the effectiveness of social-skills training followed by cross-age tutoring for improving both achievement and social communication behaviors among boys (N=20), grades four-six, with learning disabilities. (IAH)

Four grade-two boys received invented spelling guidance with creative writing periods and direct instruction with guided practice on spelling. Although direct instruction resulted in more targeted words spelled correctly, invented spelling resulted in more nontargeted words spelled correctly, higher preference ratings by children, and higher…