Title

Look-Say-Cover-Write-Say-Check and Old Way/New Way - Mediational Learning: A Comparison of the Effectiveness of Two Tutoring Programs for Children with Persistent Spelling Difficulties

Authors

Barbara Fisher, Avondale CollegeFollow
Merle E. Cozens, Avondale CollegeFollow
Cedric Greive, Avondale CollegeFollow

Author Faculty (Discipline)

Education

Document Type

Article

Publication Date

2007

Journal

Special Education Perspectives

Volume Number

16

Issue Number

1

Page Numbers

19-38

ISSN

1038-6475

Embargo Period

4-26-2012

Abstract

The goal of this research was to compare the effectiveness of the Look-Say-Cover-Write-Say-Check and Old Way/New Way Mediational Learning approaches to spelling remediation. Prior to commencing the research program, selected third and fourth year Bachelor of Education (Primary) pre-service teachers were trained by the first author in tutoring methods in both spelling remediation approaches. Participants consisted of 25 students, ages 7-12, from local community schools, who were randomly allocated to one of the two treatment conditions. The program involved one-on-one tutoring by the trained pre-service teachers, under the mentorship of the first author. Statistical analysis of the pre- and post-test results indicated significant improvement for both groups, but one method did not emerge as superior to the other.

Comments

Special Education Perspectives is published by The Australian Association of Special Education Inc. (AASE). The journal may be accessed here

Staff and Students of Avondale College may access this article via a library PRIMO search here.

Recommended Citation

Fisher, B., Cozens, M. E., & Greive, C. (2007). Look-say-cover-write-say-check and old way/new way - mediational learning: A comparison of the effectiveness of two tutoring programs for children with persistent spelling difficulties. Special Education Perspectives, 16(1), 19-38.