Authors: Englert CS, Hiebert EH, Stewart SR
Title: Spelling unfamiliar words by an analogy strategy
Source: The Journal of Special Education 1985 19(3): 291-306
Year: 1985
Research Design: Randomised Controlled Trial
Rating Score: 04/10
This rating is confirmed
Eligibility specified - Y
Random allocation - Y
Concealed allocation - N
Baseline comparability - N
Blind subjects - N
Blind therapists - N
Blind assessors - N
Adequate follow-up - Y
Intention-to-treat analysis - N
Between-group comparisons - Y
Point estimates and variability - Y

This study investigated the effects of instructing an experimental group of mildly handicapped students in a strategy for spelling new words by using spelling patterns from known words. The control group learned to read and spell sight word vocabulary. Results indicated that the experimental group was in significantly superior to the control group in spelling both high-frequency sight words and an untrained set of transfer words; however, there was no significant difference between groups in their ability to read sight words or to read transfer words. These findings support the notion that direct instruction in an analogy strategy can assist mildly handicapped students in spelling new words.

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