Computer-based spelling instruction for students with developmental disabilities

Vedora, Joseph; Stromer, Robert

doi:10.1016/j.ridd.2006.06.006

Cited by 22 publications

(27 citation statements)

References 25 publications

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“…No significant interaction was found between the average use of the computer and time (F (1,49) = .26, p > .05, = .00). Vedora and Stromer (2007) report that the use of a computer can enhance learning how to spell correctly among students with special needs. The results of our study confirm this finding with our particular sample of students, that is, students with LD.…”

Section: Spelling Errorsmentioning

confidence: 99%

The effect of using laptops on the spelling skills of students with learning disabilities

Eden

Shamir

Fershtman

2011

Educational Media International

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The current study examined the effect of using laptops on the spelling skills of students with learning disabilities (LD). It was conducted as part of the Israeli "Katom" (A Computer for Every Class, Student, and Teacher) Program. Participants included 93 Hebrew-speaking students with LD aged 13-16, who attend 10 special education classes in a regular middle school. We examined whether the experimental group using laptops showed significant differences in the number of their spelling errors as a result of the intervention on their pre-and postspelling tests. We also investigated whether there would be differences on the number of spelling errors between the experimental and control groups, as measured by their pre-and post-spelling test results. The findings indicated that the participants in the experimental group significantly improved their spelling skills as opposed to the control group. It seems that the use of laptops in special education classes can enhance the spelling skills of students with LD.

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Section: Spelling Errorsmentioning

confidence: 99%

The effect of using laptops on the spelling skills of students with learning disabilities

Eden

Shamir

Fershtman

2011

Educational Media International

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“…Poor spellers are stigmatized as careless and having poor language arts skills (Varnhagen, 2000). Poor spellers may find that spelling difficulties negatively affect other language arts skills (Vedora& Stromer, 2007). And poor spellers may be advanced readers who take part in postsecondary education (Holmes & Castles).…”

Section: Background and Rationalementioning

confidence: 99%

The effect of spelling and retrieval system familiarity on search behavior in online public access catalogs: A mixed methods study

Willson

Given

2010

J. Am. Soc. Inf. Sci.

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Although technology can often correct spelling errors, the complex tasks of information searching and retrieval in an online public access catalog (OPAC) are made more difficult by these errors in users' input and bibliographic records. This study examines the search behaviors of 38 university students, divided into groups with either easyto-spell or difficult-to-spell search terms, who were asked to find items in the OPAC with these search terms. Search behaviors and strategy use in the OPAC and on the World Wide Web (WWW) were examined. In general, students used familiar Web resources to check their spelling or discover more about the assigned topic. Students with difficult-to-spell search terms checked spelling more often, changed search strategies to look for the general topic and had fewer successful searches. Students unable to find the correct spelling of a search term were unable to complete their search. Students tended to search the OPAC as they would search a search engine, with few search terms or complex search strategies. IntroductionSearching for information is a complex task, particularly for novice searchers. There are numerous, interrelated factors that affect the efficacy of online searches. Some of these factors relate to information retrieval (IR) system design (e.g., Borgman, 1996, discusses access points and technical skills); others relate to search query formulation The ability to spell words correctly is a literacy skill that is essential but nearly invisible. Effective communication skills-from writing a memo, to searching for information in a directory, or sending an e-mail message-rely on appropriate spelling skills. Indeed, many guides to professional communication note the importance of editing skills to ensure that documents are error-free and communicate the intended message to the reader (e.g., Ross & Dewdney, 1998). In online environments, misspellings may lead searchers to miss important information or believe that very little information exists on a given topic. Despite the advent of spell checkers, spelling continues to be an important aspect of online searching as spell checkers may not recognize mistakes or may make incorrect spelling suggestions. In searching OPACs, spelling is especially important to consider in assessing users' searching skills, as most systems do not include spell-checking functions, leaving many misspellings to go unnoticed. Unfortunately, spelling is not often studied in examinations of effective IR strategies. In the field of library and information studies (LIS), spelling in OPAC searching has been examined primarily to determine the number of bibliographic records that contain typographical errors (e.g., Beall & Kafadar, 2007;Randall, 1999) improper search syntax, rather than a more substantive user issue (e.g., Yee, 1991). When spelling has been examined in studies of users' searching behaviors, this has typically occurred through transaction log analysis of OPAC searches that examine the frequency of misspellings (e.g., Blecic, Dorsch, Koenig, ...

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“…Moreover, some studies indicated that moderate mental retardation students are able to enhance their work skills and living abilities through functional vocabulary learning [3], [4]. Presently, many studies have demonstrated the benefits of using computers to help retarded students recognize words [5]. Dorry and Zeaman [6], [7] first proposed fading strategies which stimulate learners by transferring their attention from pictures to words, including manipulating the outer features of prompt stimuli (such as color, shape, size, brightness, distance and location), and making those stimuli fade so that prompt stimulus/pictures are transferred to training stimulus/words [8].…”

Section: Introductionmentioning

confidence: 99%

Initiating Functional Vocabulary Learning for Mental Retardation Students with Educational Technology Approach

Ku¹,

Chang²,

Yu³

2014

IJIET

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Abstract-This study developed functional vocabulary learning system for mental retardation students to assist three moderate ones enrolled in special education classes of vocational schools, and discusses the learning effect of the within and extra fading strategies. And the alternative treatment design of the single subject experiment design was adopted to evaluate the effectiveness of the learning system. The teaching strategy adopted photos of physical goods as cues combined with the fading strategy within a stimulus-control process. After experiment, this study has the preliminary result: Stimulus fading strategies can assist functional vocabulary learning in moderate mental retardation students enrolled in special education classes of vocational schools; learning achievement with the extra fading strategy exceeded that with the within fading strategy.

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Computer-based spelling instruction for students with developmental disabilities

Cited by 22 publications

References 25 publications

The effect of using laptops on the spelling skills of students with learning disabilities

The effect of using laptops on the spelling skills of students with learning disabilities

The effect of spelling and retrieval system familiarity on search behavior in online public access catalogs: A mixed methods study

Initiating Functional Vocabulary Learning for Mental Retardation Students with Educational Technology Approach

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