Abstract
Spelling accuracy and error patterns were assessed to determine the consistency of learning disabled subjects' spelling performance on varying forms of word presentations. A dictated word list assessment and a dictated paragraph assessment were administered to 20 learning disabled students in third through sixth grade. A detailed error analysis, based on phonetic principles and predictable generalizations, was performed on all misspelled words. Results indicated that the learning disabled subjects' spelling accuracy was consistent across the two dictation formats. This consistency did not vary greatly between good and poor spellers. Comparisons of the two forms of dictated presentations revealed that the specific types of spelling errors demonstrated also were quite consistent. Such error-pattern consistency indicates that the learning disabled subjects utilized systematic approaches to spelling dictated words. Hence, the findings support the use of diagnostic error-analysis techniques with learning disabled students, as well as a structured approach to the teaching of spelling related to orthography patterns.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
