Thesis Title

A Study of the Relationship of Learning Styles and Spelling Achievement

Date of Graduation

Fall 1988

Degree

Master of Science in Education in Elementary Education

Department

Childhood Education and Family Studies

Committee Chair

Darrell Roubinek

Subject Categories

Elementary Education and Teaching

Abstract

This study was undertaken to determine if a correlation existed between an individual's learning modality and his proofreading achievement test scores (ITBS) and actual spelling achievement test scores (K-TEA). The subjects were fourth, fifth, and sixth grade students from three self-contained classrooms. The students were given the Swassing-Barbe Modality Index to establish learning modality. It was found that a significant correlation existed between visual learning modality and achievement test scores for the fifth grade students. The research also indicated that students with a dominant learning modality score achieved above the mean more frequently than those without a dominant learning modality.

Copyright

© Karen Kay Gorden

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Dissertation/Thesis

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