Effects of Teacher‐directed Versus Student‐directed Instruction and Cues Versus No Cues for Improving Spelling Performance

The purpose of this study was twofold: to examinethe effects of imitating children's spelling errors alone and in combination with visual and verbal cues on spelling accuracy and retention among poor spellers and to comparethe effectiveness of student‐directed versus teacher‐directed spelling instruction on children's spelling accuracy and retention. Nine children received four alternating experimental treatments during a 16‐week spelling program. Results indicated that student‐directed instruction that incorporated visual and verbal cues was most effective in increasing children's spelling accuracy.