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The use of visualization and verbalization methods in spelling training: Some preliminary evaluation results

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Authors

  • Günter Faber

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Details

Translated title of the contributionDer systematische Einsatz visualisierter Lösungsalgorithmen und verbaler Selbstinstruktionen in der Rechtschreibförderung: Erste Ergebnisse praxisbegleitender Effektkontrollen
Original languageEnglish
Pages (from-to)677-688
Number of pages12
JournalPraxis der Kinderpsychologie und Kinderpsychiatrie
Volume52
Issue number9
Publication statusPublished - Nov 2003

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.

ASJC Scopus subject areas

Sustainable Development Goals

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The use of visualization and verbalization methods in spelling training: Some preliminary evaluation results. / Faber, Günter.
In: Praxis der Kinderpsychologie und Kinderpsychiatrie, Vol. 52, No. 9, 11.2003, p. 677-688.

Research output: Contribution to journalArticleResearchpeer review

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