Learning Disabilities

Curry School of Education

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Imitation Technique

Kauffman and his colleagues conducted a study with two boys. This study examined the benefits of teaching spelling through two techinques: Imitation Plus Model versus Model Only.

In the Model Only phase, the student was praised for each word spelled correctly. The teacher would then write the word correctly next to the misspelled word. The student copied the correct spelling of the word on his or her own. The Imitation Plus Model phase started out with the same procedure. The student was praised for correct words. Then the teacher would say, " This is how you spelled the word, " and then wrote the word in exact imitation of the student's incorrect spelling. Next, the teacher would show the child how to spell the word correctly and then required the student to copy the correct spelling. The teacher did not point out the letters that were incorrect.

The results showed that the Imitation Plus Model phase produced faster acquisiton and higher percentage scores on spelling tests than the Model Only phase.

Kauffman, J.M., Hallahan, D.P., Haas, K., Brame, T., &  Boren, 
   R. (1978)  Imitating children's errors to improve their spelling 
   performance.  Journal of Learning Disabilities, 11,  217-222. 

Varying Unit Size

Some have theorized that an excessive number of spelling words will overwhelm the learning disabled child. It has been recommended that spelling words be presented in smaller quantities as not to overload the child. Regardless of the total number of words presented during spelling instruction, seven to eight words were remembered. Teachers noticed when teaching three words in an instructional period, students showed less distractibility and decreased fatigue. By adding additional spelling words, the learning of the first three words can be negatively effected. In conclusion, studies have shown that the reduction of the number of spelling words taught in an instructional period decreases overloading and interference.

Bryant, N.D., Drabin, I.R., &  Gettinger, M.  (1981).   Effects of 

   Journal of Learning Disabilities, 14, 200-203.