Abstract
This study examined learning disabled students' spelling performance in response to strategy training and variations in study conditions. After training in the use of a five-step study strategy, subjects studied spelling words under one of three conditions: (a) directed study; (b) student-controlled; and (c) teacher-monitored. Students assigned to a control group studied words in any manner they chose. Results indicated that students who were taught the five-step study strategy recalled the correct spelling of more words than controls who devised their own study method. However, the spelling performance of students who received strategy training was not differentially affected by variations in study conditions. Results were interpreted to suggest that learning disabled students' spelling difficulties are associated with problems in self-regulation of organized, strategic behavior.
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