The limited-instruction spelling course proved to be the best method of integrating spelling and typewriting instruction. The students achieved better results when they looked up the meanings of words and typed the words in sentences. Studying seven or eight words a day was more effective than studying fifteen or more words. The second-year students in both the intensive and limited-instruction group benefited more from this type of instruction than did the first-year students. The students who received no instruction showed very little improvement in spelling ability. / Master of Science

The problem of this study was an analysis of major spelling deficiencies among collegiate business students. The purposes were as follows: (1) to develop a diagnostic instrument that will measure spelling deficiencies; and (2) to make recommendations regarding the preparation of materials that will assist students in overcoming these deficiencies. Written assignments prepared by collegiate Business Communication students were examined for spelling errors. Errors were then classified into the following categories: (1) words with "ie" and "ei" ; (2) final "e"; (3) final consonant rule; (4) final "y"; (5) confusion over vowel sounds; (6) pronunciation problems; (7) sound-alikes; (8) plurals; (9) apostrophes; (10) omissions; (11) additions and repetitions; (12) substitutions; (13) demons; and (14) miscellaneous. Percentages of total errors served as a guideline for preparation of a Table of Specifications, and a Spelling Diagnostic Test was developed. Validity of the instrument was determined by a panel of experts. The test was then administered to 214 collegiate business students, and a reliability coefficient of .83 was determined using the split-half method.

M.Ed. / The purpose of this study is primarily to evaluate the curriculum of the subject Communication English with specific reference to the component of reading and spelling. The rationale is to determine whether or not the reading and spelling skills of college students comply with the requirements of the private sector and, if found to be inadequate, appropriate recommendations would be made. The detrimental effect of reading and spelling problems on a person's entire being and self-actualization is attested by the literature. A needs analysis was done by means of questionnaires to establish how the course makes provision for various aspects of a communicative language curriculum. The questionnaires were completed by three groups, these being the N2 and N3 students, the lecturers of Communication English and various members of the private sector. For purposes of this study only the relevant questions concerning reading and spelling from the questionnaires were highlighted. The results of the reading and spelling tests showed that there is a significant discrepancy between the students' reading and spelling ages and their chronological ages, it would appear as if they are below the required norm by approximately four years. From the responses of the questionnaires it was apparent that a high premium was attached to competence in reading and spelling skills.

This research is concerned with an investigation into the development of a formal diagnostic assessment tool for spelling in the foundation phase. A literature study and information acquired from educators provided information to compile a suitable spelling list that could be used as a diagnostic tool in the foundation phase. A self-designed questionnaire was administered to fifty educators Who provided their expert opinion regard the spelling list. This was followed up by second questionnaire that was based on the analysis and interpretation of the first. The Delphi-technique was applied to this investigation. The study was complete when consensus was reached among the educators with regard to which words should be included in the final spelling list. / Psychology of Education / M. Ed. (Psychology of Education)

This research is concerned with an investigation into the development of a formal diagnostic assessment tool for spelling in the foundation phase. A literature study and information acquired from educators provided information to compile a suitable spelling list that could be used as a diagnostic tool in the foundation phase. A self-designed questionnaire was administered to fifty educators Who provided their expert opinion regard the spelling list. This was followed up by second questionnaire that was based on the analysis and interpretation of the first. The Delphi-technique was applied to this investigation. The study was complete when consensus was reached among the educators with regard to which words should be included in the final spelling list. / Psychology of Education / M. Ed. (Psychology of Education)