The use of visualization and verbalization methods in spelling training

Some preliminary evaluation results

verfasst von
Günter Faber
Abstract

In this study the effects of a remedial spelling training approach were evaluated, which systematically combines certain visualization and verbalization methods to foster students' spelling knowledge and strategy use. Achievement-related pre-and posttest data of two treatment cohorts including children and adolescents with severe spelling disabilities were analyzed. The treatment was administered in single-case or small group sessions and took about 85 hours in average. In each cohort empirical results could demonstrate statistically significant increases in students' spelling test performance.

Organisationseinheit(en)
Institut für Psychologie
Typ
Artikel
Journal
Praxis der Kinderpsychologie und Kinderpsychiatrie
Band
52
Seiten
677-688
Anzahl der Seiten
12
ISSN
0032-7034
Publikationsdatum
11.2003
Publikationsstatus
Veröffentlicht
Peer-reviewed
Ja
ASJC Scopus Sachgebiete
Pädagogische und Entwicklungspsychologie, Psychiatrie und psychische Gesundheit
Ziele für nachhaltige Entwicklung
SDG 3 – Gute Gesundheit und Wohlergehen