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
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.
Subject Categories
Elementary Education and Teaching
Copyright
© Karen Kay Gorden
Recommended Citation
Gorden, Karen Kay, "A Study of the Relationship of Learning Styles and Spelling Achievement" (1988). MSU Graduate Theses/Dissertations. 479.
https://bearworks.missouristate.edu/theses/479
Dissertation/Thesis
