The use of visualization and verbalization methods in spelling training
Some preliminary evaluation results
- authored by
- 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.
- Organisation(s)
-
Institute of Psychology
- Type
- Article
- Journal
- Praxis der Kinderpsychologie und Kinderpsychiatrie
- Volume
- 52
- Pages
- 677-688
- No. of pages
- 12
- ISSN
- 0032-7034
- Publication date
- 11.2003
- Publication status
- Published
- Peer reviewed
- Yes
- ASJC Scopus subject areas
- Developmental and Educational Psychology, Psychiatry and Mental health
- Sustainable Development Goals
- SDG 3 - Good Health and Well-being
