The Efficacy of Multi-Component Instruction on Children with Special Learning Disorder in Spelling: A Single-Case Experimental Design Study

Subject Areas : Clinical psychology

Hamidreza Hassanabadi ¹ , Razieh Tayyebi ² , Parvin Kadivar ³

1 - ,PhD Kharazmi University
2 - PhD Candidate in Educational Psychology Kharazmi University
3 - PhD Kharazmi University

Received: 2020-01-20 Accepted : 2020-01-20 Published : 2019-12-22

Keywords: Dyslexia, Phonological Awareness, alphabetic principle, orthographic awareness, single case experimental design, specific learning disorder in spelling,

Abstract :

  Dyslexia is a disorder that affects reading and spelling, but in fact, poor spelling is often described as the hallmark of dyslexia. Unfortunately, researchers have focused mainly on reading interventions and equal emphasis on timely interventions on spelling has been neglected. The purpose of this study was to investigate the efficacy of a multi-component spelling instruction in 4 students with specific learning disorder in spelling in an ABA design. Intervention was presented in 12 sessions and data were analyzed using visual analysis and quantitative methods by R software. Non-overlap of all pair's analysis (NAP) confirmed a significant increase in the spelling performance of 4 participants compared to baseline. In addition, findings did not show a significant reduction in participants' performance between the intervention phase and the maintenance phase (A2). Findings of this study seem promising to provide a multicomponent approach to treatment of multi-component deficits in specific learning disorders.