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Arabic Spelling and Curriculum Based Measurement

Published online by Cambridge University Press:  19 June 2013

Bashir Abu-Hamour
Bashir Abu-Hamour*
Affiliation:
Department of Counseling and Special Education, Mutah University, Al-Karak, Jordan
*
Address for correspondence: Dr Bashir Abu-Hamour, Department of Counseling and Special Education, Mutah University, Al-Karak, Jordan. Email: dr.abuhamourwj@gmail.com
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Abstract

The purpose of this study was to assess the effects of the Curriculum Based Measurement of Spelling (CBM-S) and direct spelling instruction on students’ achievement in spelling. A total sample of 95 third-grade students participated in the study. This article presents a comparison study of three classrooms: CBM-S and direct spelling instruction, CBM-S with no direct spelling instruction, and a control group that used the traditional way of spelling assessment. The intervention was implemented for 18 weeks. The results indicated that students achieved the greatest gains in spelling when both direct spelling instruction and the CBM-S were applied.

Keywords

Arabic spellingcurriculum based measurementdirect spelling instructionstudents with spelling difficulties
Type
Articles
Information
The Educational and Developmental Psychologist , Volume 30 , Issue 2 , December 2013 , pp. 140 - 156
Copyright
Copyright © Australian Psychological Society Ltd 2013 

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