Generalization of Spelling Strategies by LD Students as a Result of Contingent Imitation/Modeling and Mastery Criteria

Abstract

Eleven learning disabled elementary students were asked to attempt spellings of unknown words using a standard written dictation test and an imitation-modeling procedure (Jobes, 1975; Kauffman, Hallahan, Haas, Brame, & Boren, 1978) to provide corrective feedback but minimal instruction. Dictations were repeated until 100% accuracy was achieved. A second list of words sharing the same orthographic features was then administered without specific instructions designed to promote generalization, followed by administration of a third list that included specific instructions to use information about previous spellings in attempting words on the new list. Results showed that all but one student reached mastery in fewer than 10 trials, subjects obtained more correct spellings on the first trial of each new list, subjects required fewer trials on each successive list to reach criterion, and subjects demonstrated systematic improvements in quality of spelling attempts across both trials and lists. The data were interpreted to mean that when these LD students were permitted sufficient, though individually variable, exposure to minimal correction procedures, they were able to spontaneously generalize what had been learned about spelling features of one list to another.