The DOI matches its Crossref record; 53 of the 53 references it cites were found in a registry or an index.
A Synthesis of Spelling and Reading Interventions and Their Effects on the Spelling Outcomes of Students With LD
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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In the citing paper
“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
In the citing paper
“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
In the citing paper
“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
Citations
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Self-citation
Research works printed but not linked: 13
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Cited by
Sorted by citations
Edmonds, M. S., Vaughn, S., Wexler, J., Reutebuch, C., Cable, A., Tackett, K. K., & Schnakenberg, J. W. (2009) · Review of Educational Research · doi:10.3102/0034654308325998 · Cited by 599
Self-citationResearch-based implications from extensive early reading interventions
Wanzek, J., & Vaughn, S. (2007) · School Psychology Review · doi:10.1080/02796015.2007.12087917 · Cited by 424
Self-citationA Meta-Analysis of Interventions for Struggling Readers in Grades 4–12: 1980–2011
Scammacca, N. K., Roberts, G., Vaughn, S., & Stuebing, K. K. (2015) · Journal of Learning Disabilities · doi:10.1177/0022219413504995 · Cited by 372
Self-citationGraham, S., & Santangelo, T. (2014) · Reading and Writing · doi:10.1007/s11145-014-9517-0 · Cited by 390
Dietrichson, J., Bøg, M., Filges, T., & Klint Jørgensen, A.-M. (2017) · Review of Educational Research · doi:10.3102/0034654316687036 · Cited by 288
Metadata
- 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)
- 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
- 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
- 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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