THIS STUDY COMPARED THE EFFECTIVENESS OF TWO SPELLING STRATEGIES (TRADITIONAL VERSUS SELF-CORRECTION) ON THE SPELLING PERFORMANCE OF SIX LOW-ACHIEVING THIRD-GRADE STUDENTS. THIS STUDY EXTENDS THE FINDINGS BY McNEISH, HERON, AND OKYERE (1992), IN WHICH SELF-CORRECTION WAS FOUND TO BE EFFECTIVE IN IMPROVING THE SPELLING PERFORMANCE OF STUDENTS WITH LEARNING DISABILITIES. IN THE CURRENT STUDY, THE TRADITIONAL SPELLING INSTRUCTIONAL STRATEGY CONSISTED OF THE STUDENTS BEING ENGAGED IN SEVERAL DIFFERENT INSTRUCTIONAL TACTICS MONDAYS THROUGH THURSDAYS. THE SELF-CORRECTION METHOD PROVIDED EACH STUDENT AN OPPORTUNITY TO SPELL EACH WORD CORRECTLY ON HIS OR HER SPELLING LIST AND THEN COMPARE HIS OR HER EFFORT TO AN ANSWER KEY. IN THE SELF-CORRECTION CONDITION, EACH OF THE 6 SUBJECTS IMPROVED HIS OR HER MEAN SCORE ON THE WEEKLY SPELLING TESTS OVER HIS OR HER MEAN PERFORMANCE IN THE TRADITIONAL CONDITION. FURTHER, THE SELF-CORRECTION STRATEGY PROVED MORE EFFECTIVE IN HELPING STUDENTS TO MAINTAIN THEIR ABILITY TO CORRECTLY SPELL PREVIOUSLY LEARNED WORDS.
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