A Synthesis of Spelling and Reading Interventions and Their Effects on the Spelling Outcomes of Students With LD

Wanzek, Jeanne; Vaughn, Sharon; Wexler, Jade; Swanson, Elizabeth A.; Edmonds, Meghan; Kim, Ae-Hwa

doi:10.1177/00222194060390060501

Cited by 138Reading and Literacy DevelopmentWriting and Handwriting EducationBehavioral and Psychological Studies

A Synthesis of Spelling and Reading Interventions and Their Effects on the Spelling Outcomes of Students With LD

Wanzek, Jeanne, Vaughn, Sharon, Wexler, Jade, Swanson, Elizabeth A., Edmonds, Meghan, Kim, Ae-Hwa·2006·Journal of Learning Disabilities

DOI 10.1177/00222194060390060501

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Abstract

Previous research studies examining the effects of spelling and reading interventions on the spelling outcomes of students with learning disabilities (LD) are synthesized. An extensive search of the professional literature between 1995 and 2003 yielded a total of 19 intervention studies that provided spelling and reading interventions to students with LD and measured spelling outcomes. Findings revealed that spelling outcomes were consistently improved following spelling interventions that included explicit instruction with multiple practice opportunities and immediate corrective feedback after the word was misspelled. Furthermore, evidence from spelling interventions that employed assistive technology aimed at spelling in written compositions indicated positive effects on spelling outcomes.

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Reviews focusing on short-term effects across reading domains reported positive effects in general but few reliable differences over reading domains.
“Reviews focusing on short‐term effects across reading domains reported positive effects in general but few reliable differences over reading domains (Flynn et al., 2012; Scammaca et al., 2015; Wanzek et al., 2006).”
From Targeted school‐based interventions for improving reading and mathematics for students with or at risk of academic difficulties in Grades K‐6: A systematic review (2021) · cites this paper as Wanzek et al., 2006
A fair amount of studies within educational research use single group pre-post comparisons.
“A fair amount of studies within educational research use single group pre–post comparisons (e.g., Edmonds et al., 2009; Wanzek et al., 2006);”
From Targeted school‐based interventions for improving reading and mathematics for students with or at risk of academic difficulties in Grades K‐6: A systematic review (2021) · cites this paper as Wanzek et al., 2006
Prior reviews covered low-achieving students, but neither at-risk students nor areas other than reading.
“These reviews thus covered low‐achieving students, but neither at‐risk students nor areas other than reading.”
From Targeted school‐based interventions for improving reading and mathematics for students with or at risk of academic difficulties in Grades K‐6: A systematic review (2021) · cites this paper as Wanzek et al., 2006

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Authors: Wanzek, J., Vaughn, S., Wexler, J., Swanson, E. A., Edmonds, M., & Kim, A.-H.
Affiliations: The University of Texas at Austin (US)
Dankook University (KR)
ORCID: Wanzek, Jeanne
Vaughn, Sharon
Wexler, Jade
Swanson, Elizabeth A.
Venue: Journal of Learning Disabilities
Publisher: SAGE Publications
Published: 2006-11
Volume: 39
Issue: 6
Pages: 528-543
ISSN: 0022-2194 (ISSN-L)
1538-4780
DOI: 10.1177/00222194060390060501
OpenAlex: W1980675100
Cited by: 138
References: 53
Citations by year: 2026: 5 · 2025: 6 · 2024: 7 · 2023: 5 · 2022: 4 · 2021: 5 · 2020: 6 · 2019: 4 · 2018: 4 · 2017: 14 · 2016: 13 · 2015: 8 · 2014: 3 · 2013: 8 · 2012: 10
FWCI: 10.20
Type: journal article
Language: en
Open access: closed
Licence: journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations: Journal of Learning Disabilities (publishedVersion)
PubMed (publishedVersion)
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
Social Sciences › Education › Writing and Handwriting Education
Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
Keywords: spelling intervention, reading intervention, learning disabilities, explicit instruction, corrective feedback, assistive technology, composition writing, special education
MeSH terms: Child, Dyslexia, Feedback, Humans, Learning Disabilities, Teaching, Verbal Behavior, Treatment Outcome

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A Synthesis of Spelling and Reading Interventions and Their Effects on the Spelling Outcomes of Students With LD

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