The Effects of the PESTS Strategy on the Spelling Skills of a Third Grader with Severe Literacy Difficulties

Autor/inn/en	Grünke, Matthias; Skirde, Isabel
Titel	The Effects of the PESTS Strategy on the Spelling Skills of a Third Grader with Severe Literacy Difficulties
Quelle	In: Insights into Learning Disabilities, 19 (2022) 2, S.193-201 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-1212
Schlagwörter	Mnemonics; Spelling; Learning Disabilities; Program Effectiveness; Elementary School Students; Foreign Countries; Memory; Germany + Suchen Sie Ihr Suchwort? Mnemotechnik; Schreibweise; Learning handicap; Lernbehinderung; Ausland; Gedächtnis; Deutschland
Abstract	In this single-case study, we evaluated the effects of PESTS, a simple mnemonic strategy to help students remember how to spell difficult words. Our participant was a 9;6-year-old girl with a suspected learning disability in reading and writing. We applied a multiple-baseline design across word sets with one follow-up measurement two weeks after the end of the intervention. The dependent measure was the number of correctly spelled words from a list of 15 difficult nouns. After only a couple of days, the student reached a perfect score on the test and even after two weeks did not commit a single spelling mistake. Although this is only a small single-case study, the findings give reasons for optimism that PESTS can be a very effective tool in supporting students with learning disabilities to overcome their spelling problems. (As Provided).
Anmerkungen	Learning Disabilities Worldwide, Inc. 14 Nason Street, Maynard, MA 01754. Tel: 978-897-5399; Fax: 978-897-5355; e-mail: info@ldworldwide.org; Web site: http://www.ldworldwide.org/educators/ild-educators
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01