Abstract
The present research examined the effects of increased instruction time on the spelling achievement of one 10-yr.-old learning disabled student. Though each day the student was asked to spell six words taken from a spelling series, periodic review tests were also administered. Prior to the student's completion of the daily spelling task, the teacher reviewed the words for varying lengths of time. After baseline, whereby each word was reviewed for 6 sec., instruction time was systematically increased in increments of 3 sec. to 21 sec. per word. The student's achievement on both the daily spelling assignment and review tests did not surpass 80% accuracy until instruction time reached the 21-sec. level. Several issues were discussed relating to the results.
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