COMPUTERIZED SPELLING SENSITIVITY SYSTEM (CSSS)

In Memory of Dr. Eric Shade

The CSSS website is dedicated to the memory of Dr. Eric Shade, Professor of Computer Science, Missouri State University.  Dr. Shade’s passion for research and commitment to open access played a large role in ensuring that the CSSS would be readily available, free of charge, to researchers and clinicians alike.  Eric passed away during the Spring, 2015 semester.  He spent every possible moment supporting students and making a difference in the lives of his colleagues.  He will be missed, but his legacy of academic excellence and generosity live on.

Applications of the Spelling Sensitivity Score (SSS) in Research : 

Henbest, V. S., & Apel, K. (2021). The relation between a systematic analysis of spelling and orthographic and phonological awareness skills in first-grade children. Language, Speech, and Hearing Services in Schools, 52, 1–13. https://doi.org/10.1044/2021_LSHSS-20-00149

Henbest, V. S., Fitton, L., Werfel, K. L., & Apel, K. (2020). The relation between linguistic awareness skills and spelling in adults: A comparison among scoring procedures. Journal of Speech, Language, and Hearing Research, 1–14. https://doi.org/10.1044/2020_JSLHR-19-00120

Bailey, B., Arciuli, J., & Stancliffe, R. J. (2017). Effects of ABRACADABRA instruction on spelling in children with autism spectrum disorder. Scientific Studies of Reading, 21(2), 146–164. https://doi.org/10.1080/10888438.2016.1276183

Straley, S. G., Werfel, K. L., & Hendricks, A. E. (2016). Spelling in written stories by school-age children with cochlear implants. Deafness & Education International, 18(2), 67–70.

Werfel, K. L., & Krimm, H. (2015). Utility of the Spelling Sensitivity Score to analyze spellings of children with specific language impairment. Australian Journal of Learning Difficulties, 20(1), 39–53.

Overby, M., Masterson, J. J., & Preston, J. (2015). Preliteracy speech sound production skill and linguistic characteristics of Grade 3 spellings: A study using the Templin Archive. Journal of Speech, Language, and Hearing Research, 58, 1654–1669. https://doi.org/10.1044/2015. 

Apel, K., & Masterson, J. J. (2015). Comparing the spelling and reading abilities of students with cochlear implants and students with typical hearing. Journal of Deaf Studies and Deaf Education, 20, 125–135. doi:10.1093/deafed/env002. 

Clemens, N. H., Oslund, E. L., Simmons, L. E., & Simmons, D. (2014). Assessing spelling in kindergarten: Further comparison of scoring metrics and their relation to reading skills. Journal of School Psychology, 52(1), 49–61. https://doi.org/10.1016/j.jsp .2013.12.005

Masterson, J. J., & Apel, K. (2013). Monitoring progress in spelling improvement. Perspectives on Language Learning and Education, 20, 144–152. https://doi.org/10.1044/lle20.4.144 

Apel, K., & Lawrence, J. (2011). Contributions of morphological awareness skills to word-level reading and spelling in first-grade children with and without speech sound disorder. Journal of Speech, Language, and Hearing Research, 54(5), 1312–1327. https://doi.org/10.1044/1092-4388(2011/10-0115)

Masterson, J. J., & Apel, K. (2010). Linking characteristics discovered in spelling assessment to intervention goals and methods. Learning Disabilities Quarterly, 33(3), 185–198.

Masterson, J. J., & Apel, K. (2010). The Spelling Sensitivity Score: Noting developmental changes in spelling knowledge. Assessment for Effective Intervention, 36(1), 35–45.

Williams, C., & Masterson, J. (2010). Phonemic awareness and early spelling skills in urban Australian Aboriginal and non-Aboriginal children. International Journal of Speech-Language Pathology, 12(6), 497–507.