In-Class Spelling Performance

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Abstract
The effects of a parent tutoring her children in spelling were assessed. In two experiments, weekly spelling scores of two boys were recorded. Following a Baseline phase, the parent tutored her sons at home each week on their spelling words. In-school spelling scores increased for both boys. Reversal procedures and comparisons to the class means were used to show that the increases were due to the home tutoring procedures. In Experiment I, gradual decreases in the number of tutoring sessions for one boy resulted in the continuation of high spelling scores. Complete withdrawal of tutoring procedures for the second boy also resulted in the maintenance of the higher spelling scores.