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Investigating the Contribution of Spelling Practice to the Multisyllabic Word Reading Skills of Upper Elementary Students With Dyslexia.

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Title: Investigating the Contribution of Spelling Practice to the Multisyllabic Word Reading Skills of Upper Elementary Students With Dyslexia.
Authors: Toste, Jessica R. (AUTHOR), Clemens, Nathan H. (AUTHOR), Filderman, Marissa J. (AUTHOR), Chandler, Brennan W. (AUTHOR), Rodrigo, Saashya (AUTHOR), Moore, Clinton (AUTHOR)
Source: Learning Disability Quarterly. May2026, Vol. 49 Issue 2, p70-82. 13p.
Subjects: Reading, Elementary schools, Children with disabilities, T-test (Statistics), Dyslexia, Educational outcomes, Statistical sampling, Psychoeducation, Private sector, Randomized controlled trials, Descriptive statistics, Sound recordings, School children, Comparative studies, Data analysis software, Orthography & spelling, Regression analysis, Learning disabilities
Geographic Terms: Southwestern United States
Abstract: While spelling instruction may enhance reading interventions, there is little experimental evidence to date that examines the benefit of integrating spelling activities above and beyond explicit word reading instruction and practice alone. The study sought to investigate whether a common approach to spelling practice, cover-copy-compare (CCC), uniquely contributed to multisyllabic word reading skills of third- to fifth-grade students with dyslexia (N = 32). In this brief experiment, students completed two controlled individual sessions (30-min each). Each session included two instructional components and one practice component. The practice component differed by study condition, with students randomized to either reading practice (Decoding condition) or spelling practice using a modified CCC activity (Decoding+Spelling condition). No between-group differences were observed on researcher-developed or standardized word reading and pseudoword reading measures; however, a small but statistically significant effect favored students in the Decoding condition on a standardized measure of word reading efficiency. Findings suggest students in both conditions improved their reading of multisyllabic words, and there did not appear to be a differential benefit of spelling practice via CCC compared with reading practice. We discuss implications for future research on the contribution of spelling practice to word-level reading interventions for students with dyslexia. [ABSTRACT FROM AUTHOR]
Copyright of Learning Disability Quarterly is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Investigating the Contribution of Spelling Practice to the Multisyllabic Word Reading Skills of Upper Elementary Students With Dyslexia.
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  Data: <searchLink fieldCode="JN" term="%22Learning+Disability+Quarterly%22">Learning Disability Quarterly</searchLink>. May2026, Vol. 49 Issue 2, p70-82. 13p.
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  Data: While spelling instruction may enhance reading interventions, there is little experimental evidence to date that examines the benefit of integrating spelling activities above and beyond explicit word reading instruction and practice alone. The study sought to investigate whether a common approach to spelling practice, cover-copy-compare (CCC), uniquely contributed to multisyllabic word reading skills of third- to fifth-grade students with dyslexia (N = 32). In this brief experiment, students completed two controlled individual sessions (30-min each). Each session included two instructional components and one practice component. The practice component differed by study condition, with students randomized to either reading practice (Decoding condition) or spelling practice using a modified CCC activity (Decoding+Spelling condition). No between-group differences were observed on researcher-developed or standardized word reading and pseudoword reading measures; however, a small but statistically significant effect favored students in the Decoding condition on a standardized measure of word reading efficiency. Findings suggest students in both conditions improved their reading of multisyllabic words, and there did not appear to be a differential benefit of spelling practice via CCC compared with reading practice. We discuss implications for future research on the contribution of spelling practice to word-level reading interventions for students with dyslexia. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Learning Disability Quarterly is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=192656042
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        Value: 10.1177/07319487251327223
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      – Code: eng
        Text: English
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        PageCount: 13
        StartPage: 70
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      – SubjectFull: Reading
        Type: general
      – SubjectFull: Elementary schools
        Type: general
      – SubjectFull: Children with disabilities
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      – SubjectFull: T-test (Statistics)
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      – SubjectFull: Dyslexia
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      – SubjectFull: Educational outcomes
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      – SubjectFull: Statistical sampling
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      – SubjectFull: Southwestern United States
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      – TitleFull: Investigating the Contribution of Spelling Practice to the Multisyllabic Word Reading Skills of Upper Elementary Students With Dyslexia.
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              Text: May2026
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