Action research of an error self-correction intervention: Examining the effects on the spelling accuracy behaviors of fifth-grade students identified as at-risk

ABSTRACT

In this action research case study, the researchers used a multiple baseline across two student pairs design to investigate the effects of the error self-correction method on the spelling accuracy behaviors for four fifth-grade students who were identified as being at risk for learning disabilities. The dependent variable was the participants' spelling skills, which were measured using weekly spelling tests. The study took place in an integrated co-taught classroom, over a 15-week period with one spelling test per week. The results indicated that error self-correction was an effective intervention to improve the spelling accuracy behaviors of students at risk for learning disabilities. The participants' mean weekly spelling test scores improved at least 24% over baseline levels during the intervention phase. A discussion of the results and suggestions for implementation are included.

KEYWORDS:

• Error self-correction
• learning disabilities
• self-regulation
• spelling accuracy
• students at-risk

Additional information

Notes on contributors

Jill Turner

Jill Turner is a graduate of the Childhood Special Education Master's Program at SUNY Buffalo State.

Lisa A. Rafferty

Lisa A. Rafferty is an Associate Professor at SUNY Buffalo State.

Ray Sullivan

Ray Sullivan and Amy Blake are graduates of the Childhood Special Education Master's Program at SUNY Buffalo State.