A comparison of the effectiveness of two strategy tutoring programs for children with persistent spelling difficulties


This report compares the effectiveness of two tutoring strategies for children with persistent spelling difficulties. Pre-service students from the School of Education, Avondale College of Higher Learning in Cooranbong, NSW, worked with 25 students in years 3–6. They trialled two strategies for the remediation of spelling: Look–Say–Cover–Write–Say–Check and Old Way/New Way – Mediational Learning. The program involved one-on-one tutoring under the mentorship of the trainer, Mrs Barbara Fisher, Senior Lecturer in Education at Avondale College of Higher Learning.

The results showed that the spelling skills of students in each group improved significantly, and that both tutoring strategies were equally effective. Students also reported feeling happier about the special spelling programs than they were about learning to spell at school.


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