New Paper: Spelling Interventions for Elementary and Secondary Students with Learning Disabilities: A Systematic Review
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Spelling Interventions for Elementary and Secondary Students with Learning Disabilities: A Systematic Review, Murnan, R., 2023, Journal of the American Academy of Special Education Professionals (JAASEP)
Recently, researchers conducted a thorough review to look at how spelling interventions affect the performance of students with learning disabilities, like dyslexia, in elementary and secondary school. The results of this review show that there are many different spelling interventions available for students with learning disabilities, which means there are plenty of options for sharing this information. Results show that special education is well-balanced and takes into account the needs of these students. The main places where these interventions took place were resource rooms and one-on-one settings, which makes sense because students with disabilities often require specialized instruction. However, this raises concerns about meeting the requirements for inclusive practices as mandated by the federal government. The types of spelling interventions varied, but most of them focused on memorization techniques. This variety of interventions gives educators the opportunity to choose the best option that suits each student's unique needs. Lastly, although there were many different ways to measure the outcomes of these interventions, many of the measures had reliability and validity issues. A lot of the measures were created by teachers or based on wordlists that were not clearly defined. File another study in the proof section of the “no evidence in evidence-based practices” file.
Relying heavily on memorization techniques poses a disadvantage for gestalt language processors (GLPs). Instead of understanding the underlying patterns and structures of language, gestalt processors, like me, rely on holistic comprehension and grasping the overall meaning. Memorization, on the other hand, emphasizes rote learning and memorizing individual components without necessarily understanding their context or relationships.
GLPs excel at recognizing patterns, making connections, and interpreting language in a more holistic manner. We thrive on understanding the bigger picture and applying their comprehension to various contexts. Memorization-focused approaches do not fully leverage our strengths, potentially limiting our ability to grasp language nuances and adapt to new situations.
For GLPs, it would be more beneficial to emphasize comprehension strategies that promote pattern recognition, critical thinking, and contextual understanding. By focusing on these aspects, GLPs can develop a more comprehensive and flexible language processing ability, enabling them to adapt to different scenarios and understand language in a more natural and meaningful way.
New Paper: Spelling Interventions for Elementary and Secondary Students with Learning Disabilities: A Systematic Review
New Paper: Spelling Interventions for Elementary and Secondary Students with Learning Disabilities: A Systematic Review
New Paper: Spelling Interventions for Elementary and Secondary Students with Learning Disabilities: A Systematic Review
Spelling Interventions for Elementary and Secondary Students with Learning Disabilities: A Systematic Review, Murnan, R., 2023, Journal of the American Academy of Special Education Professionals (JAASEP)
Recently, researchers conducted a thorough review to look at how spelling interventions affect the performance of students with learning disabilities, like dyslexia, in elementary and secondary school. The results of this review show that there are many different spelling interventions available for students with learning disabilities, which means there are plenty of options for sharing this information. Results show that special education is well-balanced and takes into account the needs of these students. The main places where these interventions took place were resource rooms and one-on-one settings, which makes sense because students with disabilities often require specialized instruction. However, this raises concerns about meeting the requirements for inclusive practices as mandated by the federal government. The types of spelling interventions varied, but most of them focused on memorization techniques. This variety of interventions gives educators the opportunity to choose the best option that suits each student's unique needs. Lastly, although there were many different ways to measure the outcomes of these interventions, many of the measures had reliability and validity issues. A lot of the measures were created by teachers or based on wordlists that were not clearly defined. File another study in the proof section of the “no evidence in evidence-based practices” file.
Relying heavily on memorization techniques poses a disadvantage for gestalt language processors (GLPs). Instead of understanding the underlying patterns and structures of language, gestalt processors, like me, rely on holistic comprehension and grasping the overall meaning. Memorization, on the other hand, emphasizes rote learning and memorizing individual components without necessarily understanding their context or relationships.
GLPs excel at recognizing patterns, making connections, and interpreting language in a more holistic manner. We thrive on understanding the bigger picture and applying their comprehension to various contexts. Memorization-focused approaches do not fully leverage our strengths, potentially limiting our ability to grasp language nuances and adapt to new situations.
For GLPs, it would be more beneficial to emphasize comprehension strategies that promote pattern recognition, critical thinking, and contextual understanding. By focusing on these aspects, GLPs can develop a more comprehensive and flexible language processing ability, enabling them to adapt to different scenarios and understand language in a more natural and meaningful way.