Clinical Forum: Evidence-Based Practice and Research Collaborations  |   July 2001
Theory-Guided Spelling Assessment and Intervention
 
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Development / Professional Issues & Training / Normal Language Processing / Speech, Voice & Prosody / Clinical Forum
Clinical Forum: Evidence-Based Practice and Research Collaborations   |   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
Web of Science® Times Cited: 34

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.

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