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The Effect of Five Proofreading Conditions on the Spelling Performance of College Students with Learning Disabilities

David McNaughton, is an assistant professor of special education at The Pennsylvania State University. His current interests include the development of writing skills by individuals with disabilities, and the meaningful use of assistive technology. Address: David McNaughton, 227 CEDAR Building, The Pennsylvania State University, University Park, PA 16802.

Charles Hughes

Charles Hughes, is a professor in the special education program at The Pennsylvania State University. His current research interests include the use of computer-assisted instruction in teaching academic skills, and strategy instruction for individuals with learning disabilities.

Karen Clark

Karen Clark, is an assistant professor at Indiana University (South Bend) and currently does research on the impact of field experiences for preservice teachers.

This study investigated the effect of five proofreading conditions on the spelling performance of 12 college students with learning disabilities on a composition activity. The proofreading conditions investigated were handwriting with no additional assistance, handwriting with a conventional print dictionary, handwriting with a handheld spelling checker, word processing with no additional assistance, and word processing with an integrated spelling checker. A repeated measures ANOVA was used to analyze the results, with proofreading condition used as a within-participants factor. Except for handwriting alone, all of the techniques resulted in significant reductions in the number of spelling errors in the students' written work; however, none of the techniques enabled the students to produce compositions with a mean level of spelling accuracy comparable to that of their nondisabled peers.

Journal of Learning Disabilities, Vol. 30, No. 6, 643-651 (1997)
DOI: 10.1177/002221949703000608


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