Evaluation of a Computer‐based Program to Teach Reading and Spelling to Students with Learning Difficulties

Whiting, Paul R.; Ed, Dip; ThC.,; Chapman, Elaine

doi:10.1080/19404150009546641

Cited by 2 publications

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References 15 publications

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“…Typing skill has been shown to be positively correlated with student academic achievement particularly in the areas of spelling (Bernazza, Bloomer, & Cline, 1971; Conrad, 1935; Haefner, 1937; Hoot, 1986; Kaake, 1983; Whiting & Chapman, 2000; Wood & Freeman, 1932), reading comprehension, and vocabulary (Bernazza et al., 1971; Conrad, 1935; Rowe, 1959). Wood and Freeman (1932) mounted a large-scale study to address the potential of the typewriter in schools.…”

Section: Tactile Learning In the Real World—touch Typingmentioning

confidence: 99%

Multisensory Associative Guided Instruction Components-Spelling

Hamilton

2016

Journal of Educational Technology Systems

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This article describes a multisensory presentation and response system for enhancing the spelling ability of dyslexic children. The unique aspect of MAGICSpell is its system of finger–letter associations and simplified keyboard configuration. Sixteen 10- and 11-year-old dyslexic students practiced the finger–letter associations via various typing games. They then were tested on the spelling of four-letter words with the “er” sound bordered on each end by a consonant. A pretest revealed that the students spelled the target words correctly 3% of the time. After practice with MAGICSpell, the correct responses rose to 84% for the practiced words. The students also significantly increased correct responses for nonpracticed words of the same spelling pattern. This trend held for both typing with the MAGICSpell configuration and writing responses.

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