The Effectiveness of Combined Training Program (Direct Instruction and Phonological awareness) in Spelling Errors among Elementary Students with Spelling Learning Disorder

This study examined the effectiveness of direct instruction and phonological awareness combined interventional program in reducing spelling errors among elementary students with spelling learning disorder. The research design was pretest-posttest quasi-experimental design with control group. The study population included students in grade 4 in Birjand city in the academic year 2012-2013. Therefore 10 students with spelling learning disorders were selected who were referred to Birjand rehabilitation center of learning disorder. They were assessed by Wechsler Intelligence Scale, spelling disorder test for fourth grade students (Karimi, 2004), and direct instruction and phonological awareness combined program. Data were analyzed using analysis of covariance. Results showed that the combined training was effective in the reduction of students’ spelling mistakes and the improvement of their performance in phoneme substitution. So, the combined program could be suggested for specific trainings in students with spelling errors.