University of Mohaghegh Ardabili Journal of Learning Disabilities 2251-8673 4 2 2014 02 20 The comparison of the effectiveness of three methods of direct instruction, computer-based and the combined one on the reduction of spelling problems of students with spelling learning disorders The comparison of the effectiveness of three methods of direct instruction, computer-based and the combined one on the reduction of spelling problems of students with spelling learning disorders 84 99 263 lkd-6 FA A Moloudi Corresponding Author: M. A in Educational psychology B Karimi Assistant Professor of Psychology, University of payam noor Y Khoram Abadi Assistant Professor of Psychology, University of payam noor E Soleymani Assistant Professor of Psychology, University of urmia Journal Article 2013 02 02 The purpose of this study was to compare the effectiveness of three methods of Direct Instruction, Computer-based and the Combined one on the reducing spelling problems. The current experimental research is an applied one. The population consists of boys and girls in third, fourth and fifth grades of schools in Saqhez in2012. Fortyparticipants were assigned to four groups each containing 10 students. Simple random sampling was used and Wechsler intelligence test and researcher-made spelling test were employed as the measurement tools. Three experiment groups received their special treatmentthrough 15 sessions, two 45-minute sessions per week, and the control group received no special training. All four groups sat for pre-test and post-test, data was analyzed using one-way ANOVA and Scheffe test.Results revealed that each of the three methods is effective in reducing problems with spelling(p<0.01). The purpose of this study was to compare the effectiveness of three methods of Direct Instruction, Computer-based and the Combined one on the reducing spelling problems. The current experimental research is an applied one. The population consists of boys and girls in third, fourth and fifth grades of schools in Saqhez in2012. Fortyparticipants were assigned to four groups each containing 10 students. Simple random sampling was used and Wechsler intelligence test and researcher-made spelling test were employed as the measurement tools. Three experiment groups received their special treatmentthrough 15 sessions, two 45-minute sessions per week, and the control group received no special training. All four groups sat for pre-test and post-test, data was analyzed using one-way ANOVA and Scheffe test.Results revealed that each of the three methods is effective in reducing problems with spelling(p<0.01). https://jld.uma.ac.ir/article_263_0827050566fb124ac6b78e1088ba10a2.pdf