An Experimental Study of the Effects of Right Brain Activities on Spelling Achievement

Date of Graduation

Spring 1985


Master of Science in Education in Elementary Education


Childhood Education and Family Studies

Committee Chair

Darrell Roubinek


This study was undertaken to determine if right brain activities increased spelling achievement. The study involved two intact fifth grade classrooms. One was used as the control group and the other group received the right brain activities. The Zenhausern Hemispheric Cognitive Style was adminstered to all students reported in the study. Test scores were compared by the use of analysis of covariance with p=.0058, indicating that a significant difference existed between the control and experimental group. In other words, all students in the experimental groups achieved significantly better than the control group. No significant difference was found to exist when hemispheric preference was considered. Right brain children did not achieve significantly better than left brain or integrated children.

Subject Categories

Elementary Education and Teaching


© Pamela M Herd