Abstract
The Test of Written Spelling (Larsen & Hammill, 1976) was administered twice to underachieving students from a regular third-grade class and from an upper-grade, self-contained class for learning handicapped (LH) students. One version of the test was given in the standard fashion, the other was administered and scored by a microcomputer. Results indicated that students took less time and spelled more words correctly on the standard written version. Although LH students scored lower than regular-grade peers, effects attributable to varying administration media were similar for both groups. Therefore, it is recommended that caution be exercised in adapting standardized dictation spelling tests for computer administration.
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