Strategy training and teacher- vs. student-controllled study conditions

Effects on LD students' spelling performance

Stephen Graham, Sally Freeman

Research output: Contribution to journalArticle

13 Citations (Scopus)

Abstract

This study examined learning disabled students' spelling performance in response to strategy training and variations in study conditions. After training in the use of a five-step study strategy, subjects studied spelling words under one of three conditions: (a) directed study; (b) student-controlled; and (c) teacher-monitored. Students assigned to a control group studied words in any manner they chose. Results indicated that students who were taught the five-step study strategy recalled the correct spelling of more words than controls who devised their own study method. However, the spelling performance of students who received strategy training was not differentially affected by variations in study conditions. Results were interpreted to suggest that learning disabled students' spelling difficulties are associated with problems in self-regulation of organized, strategic behavior.

Original languageEnglish (US)
Pages (from-to)267-274
Number of pages8
JournalLearning Disability Quarterly
Volume8
Issue number4
DOIs
StatePublished - Nov 16 1985
Externally publishedYes

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study conditions
Students
teacher
performance
student
Learning
self-regulation
learning
Control Groups

ASJC Scopus subject areas

  • Behavioral Neuroscience
  • Health Professions(all)
  • Education

Cite this

Strategy training and teacher- vs. student-controllled study conditions : Effects on LD students' spelling performance. / Graham, Stephen; Freeman, Sally.

In: Learning Disability Quarterly, Vol. 8, No. 4, 16.11.1985, p. 267-274.

Research output: Contribution to journalArticle

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