Language-Based Spelling Instruction For Children Who Are Hard-Of-Hearing

Abstract

The purpose of the study was to evaluate the effectiveness of SPELL-Links to Reading and Writing, a language-based instructional spelling program, with two hard-of-hearing children. Spelling skills were evaluated using the Spelling Performance Evaluation for Language (SPELL), Wide Range Achievement Test (WRAT), and Featured Inventories. The participants included two hard-of-hearing children with mild hearing loss. Spelling intervention targeted four spelling patterns (short u, ck, ch/tch, and ng). The results showed that one child benefited from the SPELL-Links to Reading and Writing by the improvement across all four patterns, while the other child showed improvement in only two of the patterns.

Date of Award	2007
Original language	American English
Awarding Institution	Eastern Illinois University
Supervisor	Rebecca Throneburg (Supervisor)