{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,5]],"date-time":"2026-10-05T08:49:05Z","timestamp":1791190145744,"version":"4.1.0"},"reference-count":16,"publisher":"SAGE Publications","issue":"9","license":[{"start":{"date-parts":[[1990,11,1]],"date-time":"1990-11-01T00:00:00Z","timestamp":657417600000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["J Learn Disabil"],"published-print":{"date-parts":[[1990,11]]},"abstract":"<jats:p>Editor's Comment: The staff of the Journal of Learning Disabilities receives a number of research reports that we and the consulting editors believe would be of interest to some of the readers. Because of space constraints it is not possible to publish all of these manuscripts. Consequently, we ask some authors to provide us with a brief discussion of their study and findings to publish as a Research Brief. Readers who wish a copy of the entire report should write directly to the author(s).---JLW<\/jats:p>\n                  <jats:p>Blending and spelling training were compared in this experiment to determine which intervention would improve the decoding skills of two first-grade boys with learning disabilities who were in the phonetic cue stage of reading. Additionally, the two boys received pre- and posttest administrations of a phonemic segmentation task. Although neither intervention proved superior, the children met the learning criterion for both interventions and demonstrated both maintenance and generalization of their skills. They also improved their phonemic skills, even though independent training in this area was not provided. It appeared that the equivalence of the interventions may have been due to the intensive instructional setting and use of systematic error analysis procedures.<\/jats:p>","DOI":"10.1177\/002221949002300909","type":"journal-article","created":{"date-parts":[[2008,12,24]],"date-time":"2008-12-24T02:27:07Z","timestamp":1230085627000},"page":"579-582","source":"Crossref","is-referenced-by-count":7,"title":["The Effects of Blending and Spelling Training on the Decoding Skills of Young Poor Readers"],"prefix":"10.1177","volume":"23","author":[{"given":"Susan Kay","family":"DiVeta","sequence":"first","affiliation":[{"name":"Susan Kay DiVeta received her master of arts degree from the University of Maryland in 1987 and teaches children with learning disabilities."}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Deborah L.","family":"Speece","sequence":"additional","affiliation":[{"name":"Deborah L. Speece is an associate professor at the University of Maryland. Her research interests include developmental and classification issues with children identified as learning disabled and as at risk for school failure. Address: Deborah Speece, PhD, Department of Special Education, University of Maryland, College Park, MD 20742."}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[1990,11,1]]},"reference":[{"key":"atypb1","volume-title":"Peabody picture vocabulary test-Revised","author":"Dunn, L.","year":"1981"},{"key":"atypb2","volume-title":"Paper presented at the meeting of the American Educational Research Association","author":"Ehri, L.C."},{"key":"atypb3","doi-asserted-by":"publisher","DOI":"10.1177\/002221948902200606"},{"key":"atypb4","doi-asserted-by":"publisher","DOI":"10.1037\/0022-0663.76.5.880"},{"key":"atypb5","doi-asserted-by":"publisher","DOI":"10.1037\/0022-0663.71.1.26"},{"key":"atypb6","doi-asserted-by":"publisher","DOI":"10.1080\/10862968209547451"},{"key":"atypb7","doi-asserted-by":"publisher","DOI":"10.2307\/747753"},{"key":"atypb8","doi-asserted-by":"publisher","DOI":"10.2307\/747720"},{"key":"atypb9","doi-asserted-by":"publisher","DOI":"10.1037\/0022-0663.73.5.616"},{"key":"atypb10","doi-asserted-by":"publisher","DOI":"10.1037\/0022-0663.76.6.1059"},{"key":"atypb11","doi-asserted-by":"publisher","DOI":"10.1037\/0022-0663.75.5.752"},{"key":"atypb12","volume-title":"Learning disabilities: A diagnostic handbook","author":"Maryland State Department of Education","year":"1984"},{"key":"atypb13","doi-asserted-by":"publisher","DOI":"10.2307\/747325"},{"key":"atypb14","volume-title":"Single subject research in special education","author":"Tawney, J.","year":"1984"},{"key":"atypb15","volume-title":"Teaching all children to read","author":"Wallach, M.A.","year":"1976"},{"key":"atypb16","doi-asserted-by":"publisher","DOI":"10.1037\/0022-0663.72.1.1"}],"container-title":["Journal of Learning Disabilities"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/journals.sagepub.com\/doi\/pdf\/10.1177\/002221949002300909","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/journals.sagepub.com\/doi\/pdf\/10.1177\/002221949002300909","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,5,1]],"date-time":"2026-05-01T07:08:30Z","timestamp":1777619310000},"score":1,"resource":{"primary":{"URL":"https:\/\/journals.sagepub.com\/doi\/10.1177\/002221949002300909"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[1990,11]]},"references-count":16,"journal-issue":{"issue":"9","published-print":{"date-parts":[[1990,11]]}},"alternative-id":["10.1177\/002221949002300909"],"URL":"https:\/\/doi.org\/10.1177\/002221949002300909","relation":{},"ISSN":["0022-2194","1538-4780"],"issn-type":[{"value":"0022-2194","type":"print"},{"value":"1538-4780","type":"electronic"}],"subject":[],"published":{"date-parts":[[1990,11]]}}}