Differential Effects of Two Spelling Procedures on Acquisition,Maintenance and Adaption to Reading |
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Authors: | Gary L Cates Megan Dunne Karyn N Erkfritz Aaron Kivisto Nicole Lee Jennifer Wierzbicki |
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Institution: | (1) Illinois State University, Psychology Department, 436 DeGarmo Hall, Normal, IL 61790, USA |
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Abstract: | An alternating treatments design was used to assess the effects of a constant time delay (CTD) procedure and a cover-copy-compare
(CCC) procedure on three students’ acquisition, subsequent maintenance, and adaptation (i.e., application) of acquired spelling
words to reading passages. Students were randomly presented two trials of word lists from their respective curriculum under
each condition once daily. Results suggest that both procedures were effective for helping students efficiently acquire spelling
words, but the CCC condition resulted in more words learned for all participants, although less pronounced when instructional
time was considered. However, the CTD procedure resulted in substantially higher levels of maintenance for Jeremy and Leon,
with no significant difference between the two procedures for the Anthony. Adaptation of acquired spelling words to reading
was about equal under both conditions for Anthony and Leon, while Jeremy showed higher levels of performance in the CTD procedure.
Discussion focuses on discrepant results, matching instructional procedures to specific learning concerns, and directions
for future research. |
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Keywords: | Spelling intervention Constant time delay Cover copy compare Adaptation Maintenance |
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