Details
| Titel in Übersetzung | Der systematische Einsatz visualisierter Lösungsalgorithmen und verbaler Selbstinstruktionen in der Rechtschreibförderung: Erste Ergebnisse praxisbegleitender Effektkontrollen |
|---|---|
| Originalsprache | Englisch |
| Seiten (von - bis) | 677-688 |
| Seitenumfang | 12 |
| Fachzeitschrift | Praxis der Kinderpsychologie und Kinderpsychiatrie |
| Jahrgang | 52 |
| Ausgabenummer | 9 |
| Publikationsstatus | Veröffentlicht - Nov. 2003 |
Abstract
In this study the effects of a remedial spelling training approach were evaluated, which systematically combines certain visualization and verbalization methods to foster students' spelling knowledge and strategy use. Achievement-related pre-and posttest data of two treatment cohorts including children and adolescents with severe spelling disabilities were analyzed. The treatment was administered in single-case or small group sessions and took about 85 hours in average. In each cohort empirical results could demonstrate statistically significant increases in students' spelling test performance.
Schlagwörter
- Remedial spelling training, Self-instruction, Treatment effects, Visualization methods
ASJC Scopus Sachgebiete
- Psychologie (insg.)
- Pädagogische und Entwicklungspsychologie
- Medizin (insg.)
- Psychiatrie und psychische Gesundheit
Ziele für nachhaltige Entwicklung
Zitieren
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- BibTex
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in: Praxis der Kinderpsychologie und Kinderpsychiatrie, Jahrgang 52, Nr. 9, 11.2003, S. 677-688.
Publikation: Beitrag in Fachzeitschrift › Artikel › Forschung › Peer-Review
}
TY - JOUR
T1 - The use of visualization and verbalization methods in spelling training
T2 - Some preliminary evaluation results
AU - Faber, Günter
PY - 2003/11
Y1 - 2003/11
N2 - In this study the effects of a remedial spelling training approach were evaluated, which systematically combines certain visualization and verbalization methods to foster students' spelling knowledge and strategy use. Achievement-related pre-and posttest data of two treatment cohorts including children and adolescents with severe spelling disabilities were analyzed. The treatment was administered in single-case or small group sessions and took about 85 hours in average. In each cohort empirical results could demonstrate statistically significant increases in students' spelling test performance.
AB - In this study the effects of a remedial spelling training approach were evaluated, which systematically combines certain visualization and verbalization methods to foster students' spelling knowledge and strategy use. Achievement-related pre-and posttest data of two treatment cohorts including children and adolescents with severe spelling disabilities were analyzed. The treatment was administered in single-case or small group sessions and took about 85 hours in average. In each cohort empirical results could demonstrate statistically significant increases in students' spelling test performance.
KW - Remedial spelling training
KW - Self-instruction
KW - Treatment effects
KW - Visualization methods
UR - http://www.scopus.com/inward/record.url?scp=0345356976&partnerID=8YFLogxK
M3 - Article
AN - SCOPUS:0345356976
VL - 52
SP - 677
EP - 688
JO - Praxis der Kinderpsychologie und Kinderpsychiatrie
JF - Praxis der Kinderpsychologie und Kinderpsychiatrie
SN - 0032-7034
IS - 9
ER -