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Related Experiment Videos

The write-say method for improving spelling accuracy in children with learning disabilities

C A Kearney1, R S Drabman

  • 1Department of Psychology, University of Nevada, Las Vegas 89154.

Journal of Learning Disabilities
|January 1, 1993
PubMed
Summary

The write-say teaching strategy significantly improves spelling accuracy in children with learning disabilities. This cost-effective method uses immediate visual and auditory feedback for effective learning.

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Area of Science:

  • Educational Psychology
  • Special Education

Background:

  • Children with learning disabilities often face challenges in spelling acquisition.
  • Traditional spelling instruction methods may not be sufficient for all learners.

Purpose of the Study:

  • To evaluate the effectiveness of the write-say teaching strategy for improving spelling accuracy.
  • To determine if the write-say method is a cost-effective intervention for students with learning disabilities.

Main Methods:

  • A multiple-baseline design was employed with seven children (four males, three females) diagnosed with learning disabilities.
  • The write-say procedure, involving immediate visual and auditory feedback, was implemented during daily spelling tests.
  • Performance was compared against control conditions where students studied words independently.

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Main Results:

  • The write-say procedure led to significant improvements in spelling accuracy over a short period.
  • Children demonstrated enhanced spelling skills compared to their performance in control conditions.

Conclusions:

  • The write-say method is a highly effective teaching strategy for improving spelling in children with learning disabilities.
  • This intervention is a cost-effective and practical approach for small classroom settings.