Learning to Spell Implications for Assessment and Intervention Clinical Forum
Clinical Forum  |   July 01, 1999
Learning to Spell
 
Author Affiliations & Notes
  • Julie J. Masterson, PhD
    Department of Communication Sciences and Disorders, Southwest Missouri State University, 901 South National, Springfield, MO 65804
  • Leigh Anne Crede
    Careworks, Inc., Greenville, NC
Article Information
Development / Attention, Memory & Executive Functions / Speech, Voice & Prosody
Clinical Forum   |   July 01, 1999
Learning to Spell
Language, Speech, and Hearing Services in Schools, July 1999, Vol. 30, 243-254. doi:10.1044/0161-1461.3003.243
History: Received August 3, 1998 , Accepted April 5, 1999
 
Language, Speech, and Hearing Services in Schools, July 1999, Vol. 30, 243-254. doi:10.1044/0161-1461.3003.243
History: Received August 3, 1998; Accepted April 5, 1999

Background information regarding spelling development and factors that influence spelling performance are presented. The use of this information in assessment and intervention activities with a student who had deficits in spelling is illustrated. After 6 weeks of treatment, the student showed improvements in both formal and informal measures of spelling performance. Implications for optimal assessment and intervention methods, as well as directions for future research, are discussed.

ACKNOWLEDGMENT
This research was based on author Crede’s graduate research project, conducted under the direction of author Masterson at SMSU. Several other graduate students from SMSU, including Patricia Scott, Adeana Brown, Wendy Fogle, Kathy Karras, and Lynn Quennoz, conducted similar studies, and this article reflects many of the ideas that came out of discussions with them. Special thanks are extended to Ronnie and his parents for participating in the project.
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