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Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

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Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
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Language and Cognition01:27

Language and Cognition

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Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
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Theory-Guided Spelling Assessment and Intervention: A Case Study.

Kenn Apel1, Julie J Masterson2

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This study shows that targeted interventions for spelling difficulties, focusing on phonemic and morphological awareness, significantly improve a student's spelling and reading skills. These theoretically guided methods offer effective strategies for speech-language pathologists.

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Area of Science:

  • Linguistics
  • Developmental Psychology
  • Speech-Language Pathology

Background:

  • Spelling development is complex, influenced by foundational literacy skills.
  • Effective literacy instruction requires theoretically guided assessment and intervention.
  • Students with persistent spelling difficulties benefit from specialized support.

Purpose of the Study:

  • To develop and apply theoretically guided assessment and intervention procedures for spelling difficulties.
  • To evaluate the effectiveness of these procedures in a case study of a 13-year-old student.
  • To demonstrate the role of speech-language pathologists in spelling remediation.

Main Methods:

  • A 13-year-old student with spelling difficulties participated in an intensive group intervention.
  • Intervention focused on foundational spelling skills and oral word-level reading.
  • Targeted interventions addressed phonemic awareness, morphological awareness, and orthographic knowledge.

Main Results:

  • The student showed significant gains in phonemic and morphological awareness.
  • Orthographic knowledge, spelling ability, and word-level reading improved clinically.
  • The intervention demonstrated positive outcomes for the student's literacy skills.

Conclusions:

  • Theoretically guided assessment and intervention procedures are effective for spelling remediation.
  • Speech-language pathologists can play a key role in evidence-based spelling support.
  • This case study provides a model for clinical services in literacy development.