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Translated title of the contribution | Der systematische Einsatz visualisierter Lösungsalgorithmen und verbaler Selbstinstruktionen in der Rechtschreibförderung: Erste Ergebnisse praxisbegleitender Effektkontrollen |
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Original language | English |
Pages (from-to) | 677-688 |
Number of pages | 12 |
Journal | Praxis der Kinderpsychologie und Kinderpsychiatrie |
Volume | 52 |
Issue number | 9 |
Publication status | Published - 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
- Psychology(all)
- Developmental and Educational Psychology
- Medicine(all)
- Psychiatry and Mental health
Sustainable Development Goals
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In: Praxis der Kinderpsychologie und Kinderpsychiatrie, Vol. 52, No. 9, 11.2003, p. 677-688.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - The use of visualization and verbalization methods in spelling training
T2 - Some preliminary evaluation results
AU - Faber, Günter
PY - 2003/11
Y1 - 2003/11
N2 - 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.
AB - 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.
KW - Remedial spelling training
KW - Self-instruction
KW - Treatment effects
KW - Visualization methods
UR - http://www.scopus.com/inward/record.url?scp=0345356976&partnerID=8YFLogxK
M3 - Article
AN - SCOPUS:0345356976
VL - 52
SP - 677
EP - 688
JO - Praxis der Kinderpsychologie und Kinderpsychiatrie
JF - Praxis der Kinderpsychologie und Kinderpsychiatrie
SN - 0032-7034
IS - 9
ER -