Electronic Theses and Dissertations



Document Type


Degree Name

Doctor of Education


Instruction & Curriculum Leadership

Committee Chair

James Meindl

Committee Member

Laura Casey

Committee Member

Diana Delgado

Committee Member

William Hunter


The present study examined the effects of two error repair 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 repair 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.


Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to ProQuest