The Write—Say Method for Improving Spelling Accuracy in Children with Learning Disabilities

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  • Christopher A. Kearney
    Christopher A. Kearney received his doctoral degree in clinical psychology in 1990 from the State University of New York at Albany. He is an assistant professor of psychology at the University of Nevada, Las Vegas. His research interests include the assessment and treatment of children and adolescents with internalizing disorders and persons with'severe handicaps.
  • Ronald S. Drabman
    Ronald S. Brahman is a professor of clinical psychology at the University of Mississippi Medical Center. His research interests include behavior modification, children with learning disabilities, and behavioral pediatrics. Address: Christopher A. Kearney, Department of Psychology, University of Nevada, Las Vegas, 4505 Maryland Parkway, Las Vegas, NV 89154.

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<jats:p> We evaluated a teaching strategy designed to improve spelling accuracy in children with learning disabilities. The write-say method provides immediate feedback to dual sensory modalities (i.e., visual and auditory) following the administration of a daily spelling test. Tour males and three females (mean age = 11.61 years) with learning disabilities were introduced to the write-say procedure within a multiple-baseline design. Compared to control conditions (i.e., studying words on one's own), experimental procedures significantly enhanced subjects' spelling accuracy in a brief period of time. The write-say procedure was also advocated as a cost-effective method of spelling instruction for small classroom settings. </jats:p>

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