Sharon R. Stewart

Spelling Unfamiliar Words By an Analogy Strategy

This study investigated the effects of instructing an experimental group of mildly handicapped students in a strategy for spelling new words by using spelling patterns from known words. The control group learned to read and spell sight word vocabulary. Results indicated that the experimental group was significantly superior to the control group in spelling both highfrequency sight words and an untrained set of transfer words; however, there was no significant difference between groups in their ability to read sight words or to read transfer words. These findings support the notion that direct instruction in an analogy strategy (e.g., comparing unfamiliar words with known words) can assist mildly handicapped students in spelling new words.

Detecting and Correcting Inconsistencies in the Monitoring of Expository Prose.

AbstractThis study compared children at two grade levels and three achievement levels in their ability to detect and correct three types of textual inconsistencies (reader-based, text-based, and text structure) embedded in three types of expository discourse (sequence, compare/contrast, enumeration). The results supported the notion that the monitoring of expository discourse is strategic and that sensitivity to text structure is one of the primary abilities distinguishing younger and older readers. However, a large number of students at both grade levels faded to detect or correct inconsistencies even though the school-editing task used in the study led them to expect inconsistencies and comprehension failures that would require remedy.

Instruction in Professional Issues Using a Cooperative Learning, Case Study Approach

This article describes a cooperative learning approach for instructing communication disorders students about professional issues. We developed case studies characteristic of the complex professional issues encountered in employment settings. We assigned students to cooperative learning groups to examine their assigned case study; collect and learn about policies and documents impacting professional practice; select, analyze, and synthesize materials to take an ethical and defensible position on the issue; and prepare and present their position orally and in writing. Evaluations of the approach indicated that students met the instructional objectives for the activity. This article presents implications and suggestions for future use of the approach.

Incidental Learning of Sight Words during Articulation Training.

The present study examined the acquisition of sight reading vocabulary learned incidentally during articulation training. A multiple probe design across behaviors with reinforced probe conditions w...