Evaluation of a Spelling Intervention Program for Third Graders at Risk for Learning Disabilities

Autor/inn/en	Fragkouli, Konstantina; Antoniou, Faye; Mouzaki, Angeliki; Ralli, Asimina M.; Kokkali, Vasiliki; Alexoudi, Kariofyllia
Titel	Evaluation of a Spelling Intervention Program for Third Graders at Risk for Learning Disabilities
Quelle	In: Reading & Writing Quarterly, 38 (2022) 6, S.544-563 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fragkouli, Konstantina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2021.1987362
Schlagwörter	Intervention; Spelling; At Risk Students; Reading Fluency; Decoding (Reading); Learning Disabilities; Comparative Analysis; Standardized Tests; Foreign Countries; Grade 3; Elementary School Students; Instructional Effectiveness; Error Patterns; Written Language; Classification; Teaching Methods; Intelligence Tests; Bilingualism; Russian; Greek; Ukrainian; Indo European Languages; Romance Languages; Attention Deficit Hyperactivity Disorder; Neurological Impairments; Sensory Integration; Emotional Disturbances; Behavior Disorders; Reading Tests; Grammar; Multiple Choice Tests; Screening Tests; Computer Assisted Testing; Greece; Raven Progressive Matrices + Suchen Sie Ihr Suchwort? Schreibweise; Dekodierung; Learning handicap; Lernbehinderung; Standadised tests; Standardisierter Test; Ausland; School year 03; 3. Schuljahr; Schuljahr 03; Unterrichtserfolg; Fehlertyp; Geschriebene Sprache; Classification system; Klassifikation; Klassifikationssystem; Teaching method; Lehrmethode; Unterrichtsmethode; Intelligence test; Intelligenztest; Bilingualismus; Russisch; Grieche; Griechisch; Indoeuropäisch; Romanische Sprache; Neurodegenerative Erkrankung; Sensorische Integration; Gefühlsstörung; Lesetest; Grammatik; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Screening-Verfahren; Griechenland
Abstract	The development of spelling skill is an intricate process for children with or at risk of Specific Learning Disabilities and requires targeted interventions. This problem exacerbates in the Greek orthographic system owning to its high complexity. The current study presents a novel spelling intervention program for Greek 3rd graders at risk of Specific Learning Disabilities, which was founded upon the principles of Direct Instruction and encompassed evidence-based practices. The effectiveness of the proposed 16-h intervention program was investigated via its implementation in Greek resource rooms by the corresponding teachers. The children were randomly assigned into the intervention (n = 39) and the comparison group (n = 34). Standardized tests were used for children's assessment during pretests, post-tests I, and post-tests II. Importantly, the results obtained via ANOVA demonstrated that the children of the intervention group showed a statistically significant improvement in spelling contrary to the comparison group. Additionally, the impact of the intervention program on children's decoding and fluency skills was examined, yielding enhanced, yet, no statistically significant outcomes. The educational implications of the related findings are also discussed. Overall, the proposed study provides tangible evidence that spelling can be taught effectively to SLD children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01