The use and evaluation of a sound out or error only sound out procedure on the spelling performance of a third grade student

A comparison of sound out procedure on all words in a word list with or without error drill was used to examine the effects on the spelling of a third grade student. Two interventions were evaluated using an ABC design. The results indicated that both procedures were successful in increasing corrects and decreasing errors in spelling and showed statistically significant differences. Follow up statistical tests found a significant difference favoring error drill for both corrects and errors. The practical implications of employing error drill and other self-correction methods are discussed.