Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
Journal of Learning Disabilities
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Similar articles in PubMed
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Wanzek, J.
Right arrow Articles by Kim, A.-H.
Right arrow Search for Related Content
PubMed
Right arrow PubMed Citation
Right arrow Articles by Wanzek, J.
Right arrow Articles by Kim, A.-H.
Right arrowPubmed/NCBI databases
Medline Plus Health Information
*Learning Disorders
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati  
What's this?

A Synthesis of Spelling and Reading Interventions and Their Effects on the Spelling Outcomes of Students With LD

Jeanne Wanzek

The University of Texas at Austin

Sharon Vaughn

The University of Texas at Austin

Jade Wexler

The University of Texas at Austin

Elizabeth A. Swanson

The University of Texas at Austin

Meghan Edmonds

The University of Texas at Austin

Ae-Hwa Kim

Dankook University in Korea

Previous research studies examining the effects of spelling and reading interventions on the spelling outcomes of students with learning disabilities (LD) are synthesized. An extensive search of the professional literature between 1995 and 2003 yielded a total of 19 intervention studies that provided spelling and reading interventions to students with LD and measured spelling outcomes. Findings revealed that spelling outcomes were consistently improved following spelling interventions that included explicit instruction with multiple practice opportunities and immediate corrective feedback after the word was misspelled. Furthermore, evidence from spelling interventions that employed assistive technology aimed at spelling in written compositions indicated positive effects on spelling outcomes.

Journal of Learning Disabilities, Vol. 39, No. 6, 528-543 (2006)
DOI: 10.1177/00222194060390060501
Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati    What's this?


This article has been cited by other articles:


Home page
 REVIEW OF EDUCATIONAL RESEARCHHome page
M. S. Edmonds, S. Vaughn, J. Wexler, C. Reutebuch, A. Cable, K. K. Tackett, and J. W. Schnakenberg
A Synthesis of Reading Interventions and Effects on Reading Comprehension Outcomes for Older Struggling Readers
Review of Educational Research, March 1, 2009; 79(1): 262 - 300.
[Abstract] [Full Text] [PDF]

Home page
 Am Educ Res JHome page
S. Graham, P. Morphy, K. R. Harris, B. Fink-Chorzempa, B. Saddler, S. Moran, and L. Mason
Teaching Spelling in the Primary Grades: A National Survey of Instructional Practices and Adaptations
American Educational Research Journal, September 1, 2008; 45(3): 796 - 825.
[Abstract] [Full Text] [PDF]