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    Effective spelling strategies for students with dyslexia in Hong Kong secondary schools

    Chan, N.W.Y.; Zhang, Kaili Chen

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    digital_copy_spelling_strategies.pdf (138.0Kb)
    Date
    2014
    Citation:
    Chan, N. W. Y., & Zhang, , K. C. (2014). Effective spelling strategies for students with Dyslexia in Hong Kong secondary schools. International Journal of Special Education, 29(1), pp.1-11.
    Permanent link to Research Bank record:
    https://hdl.handle.net/10652/4021
    Abstract
    This study examines the effectiveness of five spelling strategies used to teach junior secondary school students with dyslexia. Participants were 30 secondary school teachers in Hong Kong. The teachers commented on five spelling strategies: the phonological strategy, an integration of phonological and orthographical strategies, the rule-based strategy, the visual-imagery strategy and teaching spelling with other skills. The study compared teachers’ opinions and suggestions given in the literature. Results indicated that the five strategies have both strengths and weaknesses. The strategies are complementary; therefore, integration is suggested. Implications are discussed in the context of spelling strategies and measures of teaching junior students with dyslexia.
    Keywords:
    Hong Kong, China, secondary schools, dyslexia, spelling
    ANZSRC Field of Research:
    130312 Special Education and Disability
    Available Online at:
    http://www.internationaljournalofspecialed.com/docs/Effective%20Spelling%20Strategies%20for%20Students%20with%20Dyslexia%20in%20Hong%20Kong%20Secondary%20Schools_FORMATTED.pdf
    Rights:
    This digital work is protected by copyright. It may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use: Any use you make of these documents or images must be for research or private study purposes only, and you may not make them available to any other person. You will recognise the author's and publishers rights and give due acknowledgement where appropriate.
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