Effectiveness of Visual Imagery versus Rule-Based Strategies in Teaching Spelling to Learning Disabled Students.

Darch, Craig; Simpson, Robert G.

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Peer reviewed

ERIC Number: EJ418893

Record Type: Journal

Publication Date: 1990

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-8756-0534

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Effectiveness of Visual Imagery versus Rule-Based Strategies in Teaching Spelling to Learning Disabled Students.

Darch, Craig; Simpson, Robert G.

Research in Rural Education, v7 n1 p61-70 Fall 1990

Among 28 upper elementary learning-disabled students in a summer remedial program, those that were taught spelling with explicit rule-based strategies out-performed students presented with a visual imagery mnemonic on unit tests, a posttest, and a standardized spelling test. Contains 20 references. (SV)

Descriptors: Elementary School Students, Intermediate Grades, Learning Disabilities, Learning Strategies, Remedial Instruction, Special Education, Spelling Instruction, Teaching Methods, Visualization

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations

WWC Study Page: http://ies.ed.gov/ncee/wwc/study/78529

Author Affiliations: N/A