Learning to spell: Implications for assessment and intervention
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.
Communication Sciences and Disorders
Assessment, Intervention, Language-learning disabilities, Spelling
Masterson, Julie J., and Leigh Anne Crede. "Learning to spell: Implications for assessment and intervention." Language, Speech, and Hearing Services in Schools 30, no. 3 (1999): 243-254.
Language, Speech, and Hearing Services in Schools