Ay, bee, cee, one, two, three, using adaptations of simultaneous oral spelling with reading-disabled adults

grantor: University of TorontoA sample of six reading-disabled adults showed variations in responses to Alphabetic, Numeric and Logographic adaptations of a print-word learning technique called Simultaneous Oral Spelling (SOS). SOS conditions encourage students to associate a whole spoken word and a whole printed word (Logographic) plus a letter naming (Alphabetic) or a letter counting (Numeric) component analysis. Responses corresponded with patterns in students initial test results. Subjects who had relative strengths in mathematics, word attack and phoneme awareness achieved higher scores and were able to use all SOS variations to their advantage while those who had relative strengths in spelling, word identification and memory were more dependent on Alphabetic training and achieved lower word-learning scores. These results indicate that students' skill "ratios" may predict their print word-learning success. Findings also suggest that rapid, pre-attentive item enumeration ("subitizing") may be a factor in the reading development of students who have already acquired phonological skill.M.A