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Journal of Learning Disabilities, Vol. 39, No. 6, 528-543 (2006)
DOI: 10.1177/00222194060390060501

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.


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