Abstract
The effects of the Add-A-Word Spelling Program was examined in two experiments with mildly handicapped middle school students. In Experiment I, the Add-A-Word program with daily testing of small word lists; drill through the copy, cover, and compare method; a high level of mastery before words were removed from the student's list; and reappearance of mastered words, was evaluated with a multiple baseline design across three students. The data indicated improved performance on daily spelling tests when the Add-A-Word system was implemented. The purpose of Experiment II was to compare the Add-A-Word spelling program to the more traditional Monday Pre- and end of the week Posttest spelling procedures found in most classrooms. The comparisons were made in a counterbalanced multiple baseline design across six students. The students' overall accuracy in spelling was higher during the Add-A-Word Program than during either Baseline (daily testing) or the Preand Posttest systems. However, student's spelling scores were also higher during the Pre-Posttest procedure than during the Baseline condition. Benefits of the Add-A-Word spelling program for middle school students were discussed.
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McLaughlin, T.F., Reiter, S.M., Mabee, W.S. et al. An analysis and replication of the Add-A-Word Spelling Program with mildly handicapped middle school students. J Behav Educ 1, 413–426 (1991). https://doi.org/10.1007/BF00946775
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DOI: https://doi.org/10.1007/BF00946775