Theory-Guided Spelling Assessment and Intervention A Case Study Clinical Forum
Clinical Forum  |   July 2001
Theory-Guided Spelling Assessment and Intervention
 
Author Affiliations & Notes
  • Kenn Apel, PhD
    Western Washington University, Bellingham
  • Julie J. Masterson
    Southwest Missouri State University, Springfield
  • Contact author: Kenn Apel, PhD, Department of Communication Sciences and Disorders, Western Washington University, Parks Hall, Room 17, Bellingham, WA 98225–9078.
    Contact author: Kenn Apel, PhD, Department of Communication Sciences and Disorders, Western Washington University, Parks Hall, Room 17, Bellingham, WA 98225–9078.×
  • Corresponding author: e-mail: Kenn.Apel@wwu.edu
Article Information
Development / Speech, Voice & Prosody / Clinical Forum: Evidence-Based Practice and Research Collaborations
Clinical Forum   |   July 2001
Theory-Guided Spelling Assessment and Intervention
Language, Speech, and Hearing Services in Schools, July 2001, Vol. 32, 182-195. doi:10.1044/0161-1461(2001/017)
History: Received November 9, 2000 , Accepted March 24, 2001
 
Language, Speech, and Hearing Services in Schools, July 2001, Vol. 32, 182-195. doi:10.1044/0161-1461(2001/017)
History: Received November 9, 2000; Accepted March 24, 2001

Purpose: Current research and theory in spelling development and best practices for literacy instruction were reviewed to develop a set of theoretically guided assessment and intervention procedures. These procedures were applied to the case of a 13-year-old student with spelling difficulties.

Method: The student was involved in an intensive group intervention program that focused on increasing foundational skills for spelling and on oral word-level reading. Assessment results led to an intervention program targeting phonemic and morphological awareness skills and orthographic knowledge.

Results: The student demonstrated clinically significant growth in phonemic and morphological awareness, orthographic knowledge, spelling, and word-level reading.

Conclusion: Results of the case study suggest that assessment and intervention procedures guided by theory and research can lead speech-language pathologists to effective participation in aspects of spelling remediation. Additionally, the case study may serve as a model for clinical services and evidence-based practice within clinical settings.

Order a Subscription
Pay Per View
Entire Language, Speech, and Hearing Services in Schools content & archive
24-hour access
This Article
24-hour access