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