Brief intervention targeting letter sounds, letter naming, and segmenting frequency skills show promise for improving spelling accuracy1

Abstract

All three participants were exposed to the same three conditions: baseline, intervention, and instruction. The introduction of intervention and instruction was staggered across participants. In order to transition from baseline to the intervention condition, participants must have first completed a minimum of five daily baseline sessions in which the improvement index indicated maintenance or deterioration of spelling accuracy. Although not explicitly reported, the graph of results appears to indicate that all three participants met this criteria simultaneously, on the fifth daily baseline session. The authors did not report how they determined the order in which participants would be transitioned to the intervention condition. In order to transition from intervention to the instruction condition, participants must have met accuracyand frequency-related criteria in three frequency-building practices conducted during the intervention phase.