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Using cognitive behaviour training activities and group processes to enhance spelling performance

Published online by Cambridge University Press:  30 October 2015

Robyn Gillies
Robyn Gillies*
Affiliation:
Ipswich District Special Services Centre
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Abstract

This study was conducted to determine whether cognitive behaviour modification training procedures, implemented in small group settings of learning disabled children and low progress children, was effective in improving their spelling through writing. The study demonstrated two main outcomes. Firstly, it showed that learning disabled children can be taught specific cognitive training strategies to help them regulate their self-instructional behaviours in spelling and these skills can generalise to spelling situations outside the original training program. Secondly, it showed that reciprocal gains occur when learning disabled children work cooperatively with other low progress spellers.

Type
Research Article
Information
Queensland Journal of Guidance and Counselling , Volume 4 , November 1990 , pp. 69 - 77
Copyright
Copyright © The Author(s) 1990

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