Publication Date

1983

Document Type

Dissertation/Thesis

Degree Name

M.S. Ed. (Master of Education)

Department

Department of Learning, Development, and Special Education

LCSH

Spelling disability||English language--Remedial teaching

Abstract

In this study, a multiple baseline design was employed to determine the maintenance of spelling skills in two different environments—the regular classroom and the resource room. Ten learning disabled students, who attended the resource room for part of the day, were involved in the study. An intervention procedure intended to increase spelling scores was introduced by the resource room teacher. Later, this same procedure was implemented by the regular classroom teacher. For several students, scores increased under both conditions, others progressed under one condition and not the other, and a few maintained their baseline rate of performance throughout the study. The study concluded that one intervention method was not effective in increasing spelling scores for all students, and that the resource and regular classroom teachers needed to work more closely in determining the best methods for instructing students with learning disabilities.

Comments

Bibliography: pages 22-23

Extent

v, 23 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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