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dc.contributor.authorChan, N.W.Y.
dc.contributor.authorZhang, Kaili Chen
dc.date.accessioned2018-01-08T23:59:58Z
dc.date.available2018-01-08T23:59:58Z
dc.date.issued2014
dc.identifier.issn0827-3383
dc.identifier.urihttps://hdl.handle.net/10652/4021
dc.description.abstractThis 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.en_NZ
dc.language.isoenen_NZ
dc.relation.urihttp://www.internationaljournalofspecialed.com/docs/Effective%20Spelling%20Strategies%20for%20Students%20with%20Dyslexia%20in%20Hong%20Kong%20Secondary%20Schools_FORMATTED.pdfen_NZ
dc.rightsAll rights reserveden_NZ
dc.subjectHong Kong (China)en_NZ
dc.subjectsecondary schoolsen_NZ
dc.subjectdyslexiaen_NZ
dc.subjectspellingen_NZ
dc.titleEffective spelling strategies for students with dyslexia in Hong Kong secondary schoolsen_NZ
dc.typeJournal Articleen_NZ
dc.date.updated2017-07-11T00:12:45Z
dc.subject.marsden130312 Special Education and Disabilityen_NZ
dc.identifier.bibliographicCitationChan, 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.en_NZ
unitec.institutionUniversity of Hong Kongen_NZ
unitec.institutionThomas Cheung Secondary School (Hong Kong, China)en_NZ
unitec.publication.spage1en_NZ
unitec.publication.lpage11en_NZ
unitec.publication.volume29en_NZ
unitec.publication.issue1en_NZ
unitec.publication.titleInternational Journal of Special Educationen_NZ
unitec.peerreviewedyesen_NZ
dc.contributor.affiliationUnitec Institute of Technologyen_NZ
dc.contributor.affiliationThomas Cheung Secondary School (Hong Kong, China)en_NZ
unitec.identifier.roms58044en_NZ
unitec.institution.studyareaEducation


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