Effectiveness of a Spelling Study Package for Learning Disabled Students

Abstract

A spelling package was developed and used to teach spelling words to four children with learning disabilities. The package was used with individuals and in groups. Three methods were used to evaluate the package: spelling tests, written work, and the acceptabilty of the package as rated by the teacher using it. The spelling package was effective in improving students ' spelling of unknown words tested immediately after training and was rated positively by the teacher. Student performance decreased after training, but a brief review of spelling words resulted in improvement. Students were able to spell correctly approximately 5O% of previously unknown words in written work, and group training was as effective as individual training.

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