The InSPECT Strategy is a "starter strategy"--effective, efficient, and easy to learn--that helps students detect and correct spelling errors using a spellchecker. Students learn to run a spellchecker, select the correct suggestion or make a guess about the correct spelling, correct other errors, and incorporate corrections into their final composition.
In studies, compositions written by high school students with disabilities before instruction in the InSPECT Strategy contained 12.9 percent spelling errors in the first draft of text and 7.6 percent spelling errors in the final draft after proofreading. These students corrected 41 percent of spelling errors before learning the strategy. After students learned the InSPECT Strategy, their compositions contained 12.3 percent spelling errors in the first draft and 3 percent spelling errors in the final draft. They corrected 75 percent of their spelling errors.
This product is published by Edge Enterprises, Inc.
Please note that professional development, coaching, and infrastructure support are essential components to effective implementation of SIM instructional tools and interventions. It is highly recommended that you work with a SIM professional developer. See the SIM Event list for sessions or email firstname.lastname@example.org to learn more.
Author(s): David B. McNaughton, Charles A. Hughes
Publication Info: Edge Enterprises, 1999
- McNaughton, D., Hughes, C., & Ofiesh, N. (1997). Proofreading for students with learning disabilities: Integrating computer and strategy use. Learning Disabilities Research & Practice, 12(1), 16-28. This study investigated the impact of an integrated proofreading strategy training combining the use of a computer-based spelling checker and the InSPECT Strategy on the proofreading performance of students with LD.
- Schumaker, J.B., & Deshler, D.D. (2009). Adolescents with learning disabilities: Are we selling them short? Learning Disabilities Research & Practice, 24(2), 81-92. The authors review the evolution of SIM writing strategies and research that shows students with learning disabilities can learn and successfully use writing strategies under the right instructional conditions.
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