Language, Speech, and Hearing Services in Schools Vol.32 182-195 July 2001. doi:10.1044/0161-1461(2001/017)
© 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 Apel, K.
Right arrow Articles by Masterson, J. J.
Right arrow Search for Related Content
PubMed
Right arrow Articles by Apel, K.
Right arrow Articles by Masterson, J. J.
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?

Theory-Guided Spelling Assessment and Intervention

A Case Study

Kenn Apel 1
Julie J. Masterson 2
1 Western Washington University, Bellingham
2 Southwest Missouri State University, Springfield

Kenn.Apel{at}wwu.edu

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.

KEY WORDS: spelling, literacy, assessment, intervention, case study

Submitted on November 9, 2000
Accepted on March 24, 2001


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
 AJSLPHome page
S. A. Wagovich, Y. Pak, and M. D. Miller
Orthographic Word Knowledge Growth in School-Age Children
Am J Speech Lang Pathol, May 1, 2012; 21(2): 140 - 153.
[Abstract] [Full Text] [PDF]

Home page
 J Learn DisabilHome page
J. A. Wolter, T. Self, and K. Apel
Initial Mental Graphemic Representation Acquisition and Later Literacy Achievement in Children With Language Impairment: A Longitudinal Study
J Learn Disabil, November 1, 2011; 44(6): 543 - 555.
[Abstract] [PDF]

Home page
 JSLHRHome page
K. Apel and J. Lawrence
Contributions of Morphological Awareness Skills to Word-Level Reading and Spelling in First-Grade Children With and Without Speech Sound Disorder
J Speech Lang Hear Res, October 1, 2011; 54(5): 1312 - 1327.
[Abstract] [Full Text] [PDF]

Home page
 AJSLPHome page
A. K. Bothe and J. D. Richardson
Statistical, Practical, Clinical, and Personal Significance: Definitions and Applications in Speech-Language Pathology
Am J Speech Lang Pathol, August 1, 2011; 20(3): 233 - 242.
[Abstract] [Full Text] [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
 JSLHRHome page
J. A. Wolter and K. Apel
Initial Acquisition of Mental Graphemic Representations in Children with Language Impairment
J Speech Lang Hear Res, February 1, 2010; 53(1): 179 - 195.
[Abstract] [Full Text] [PDF]

Home page
 Communication Disorders QuarterlyHome page
K. Apel
The Acquisition of Mental Orthographic Representations for Reading and Spelling Development
Communication Disorders Quarterly, November 1, 2009; 31(1): 42 - 52.
[Abstract] [PDF]

Home page
 Child Language Teaching and TherapyHome page
B. C. McNeill, G. T. Gillon, and B. Dodd
Effectiveness of an integrated phonological awareness approach for children with childhood apraxia of speech (CAS)
Child Language Teaching and Therapy, October 1, 2009; 25(3): 341 - 366.
[Abstract] [PDF]

Home page
 LSHSSHome page
C. Kirk and G. T. Gillon
Integrated Morphological Awareness Intervention as a Tool for Improving Literacy
Lang Speech Hear Serv Sch, July 1, 2009; 40(3): 341 - 351.
[Abstract] [Full Text] [PDF]

Home page
 First LanguageHome page
D. Ravid and V. Geiger
Promoting morphological awareness in Hebrew-speaking grade-schoolers: An intervention study using linguistic humor
First Language, February 1, 2009; 29(1): 81 - 112.
[Abstract] [PDF]

Home page
 LSHSSHome page
C. Kirk and G. T. Gillon
Longitudinal Effects of Phonological Awareness Intervention on Morphological Awareness in Children With Speech Impairment
Lang Speech Hear Serv Sch, October 1, 2007; 38(4): 342 - 352.
[Abstract] [Full Text] [PDF]

Home page
 LSHSSHome page
J. A. Wolter, A. DiLollo, and K. Apel
A Narrative Therapy Approach to Counseling: A Model for Working With Adolescents and Adults With Language-Literacy Deficits
Lang Speech Hear Serv Sch, July 1, 2006; 37(3): 168 - 177.
[Abstract] [Full Text] [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]