A Comparison of Error Correction Methods Embedded in the Orton-Gillingham Approach to Spelling

Authors

  • Melissa L. Miller-Benson
  • James N. Meindl The University of Memphis
  • Laura B. Casey The University of Memphis
  • Diana Delgado The University of Memphis
  • William Hunter The University of Memphis

DOI:

https://doi.org/10.18666/LDMJ-2023-V28-I2-12047

Keywords:

Orton-Gillingham, spelling, error correction, learning disabilities, elementary education

Abstract

The present study examined the effects of two error-correction procedures on the spelling performance of five students who were rising first through third grades. Each participant was diagnosed with a learning disability in reading and spelling. Using an Adapted Alternating Treatments Design, a teacher-led questioning procedure and a student-led visual comparison procedure were implemented in the unbranded Orton-Gillingham instructional model. Teacher- led questioning is the scaffolded model of error-correction described in Orton-Gillingham Simultaneous Oral Spelling instruction. Student-led visual comparison is a method which is well documented in the literature as highly effective for students with learning disabilities. The intervention results across participants showed little difference in students’ spelling accuracy under each condition. Responses to social validity questions indicated that student preference could be a determining factor in selecting which error correction method to implement in the Orton-Gillingham approach to spelling instruction.

Author Biographies

Melissa L. Miller-Benson

Melissa L. Miller-Benson Ed.D. is a Certified Academic Language Therapist in Memphis, TN.

James N. Meindl, The University of Memphis

James Meindl, Ph.D. is a professor of Instruction Curriculum Leadership at The University of Memphis.

Laura B. Casey, The University of Memphis

Laura B. Casey, Ph.D. is a professor of Instruction Curriculum Leadership at The University of Memphis.

Diana Delgado, The University of Memphis

Diana Delgado, Ph.D. an assistant professor of Instruction Curriculum Leadership at The University of Memphis.

William Hunter, The University of Memphis

William C. Hunter, Ed.D. is a professor of Instruction Curriculum Leadership at The University of Memphis.

Published

2023-12-05

Issue

Section

Articles