Language, Speech, and Hearing Services in Schools Vol.30 243-254 July 1999.
© American Speech-Language-Hearing Association
This Article
Right arrow Full Text (PDF)
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrowCustom Print
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow My Folders
Right arrow Download to citation manager
Right arrow reprints & permissions
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Google Scholar
Right arrow Articles by Masterson, J. J.
Right arrow Articles by Crede, L. A.
Right arrow Search for Related Content
PubMed
Right arrow Articles by Masterson, J. J.
Right arrow Articles by Crede, L. A.
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Delicious   Add to Digg   Add to Facebook   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Learning to Spell

Implications for Assessment and Intervention

Julie J. Masterson 1
Leigh Anne Crede 2
1 Southwest Missouri State University, Springfield
2 Careworks, Inc., Greenville, NC

JulieMasterson{at}mail.smsu.edu

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.

KEY WORDS: spelling, intervention, assessment, language-learning disabilities

Submitted on August 3, 1998
Accepted on April 5, 1999


Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Delicious Delicious   Add to Digg Digg   Add to Facebook Facebook   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Assessment for Effective InterventionHome page
M. B. Calhoon and J. J. Masterson
Lexical Analysis of Words on Commonly Used Standardized Spelling Assessments
Assessment for Effective Intervention, March 1, 2011; 36(2): 80 - 93.
[Abstract] [PDF]

Home page
 Assessment for Effective InterventionHome page
J. J. Masterson and K. Apel
The Spelling Sensitivity Score: Noting Developmental Changes in Spelling Knowledge
Assessment for Effective Intervention, December 1, 2010; 36(1): 35 - 45.
[Abstract] [PDF]

Home page
 J Learn DisabilHome page
J. Wanzek, S. Vaughn, J. Wexler, E. A. Swanson, M. Edmonds, and A.-H. Kim
A Synthesis of Spelling and Reading Interventions and Their Effects on the Spelling Outcomes of Students With LD
J Learn Disabil, December 1, 2006; 39(6): 528 - 543.
[Abstract] [PDF]

Home page
 Communication Disorders QuarterlyHome page
M. E. Kelman and K. Apel
Effects of a Multiple Linguistic and Prescriptive Approach to Spelling Instruction: A Case Study
Communication Disorders Quarterly, January 1, 2004; 25(2): 56 - 66.
[Abstract] [PDF]