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An investigation of spelling errors of mentally retarded children in special education classesRogers, Linda Ann, January 1971 (has links)
Thesis (M.A.)--University of Wisconsin--Madison, 1971. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.
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Die voorkoms van lees- en spellingprobleme by leerlinge met ouditief-perseptuele uitvalleBasson, Marlize 04 February 2014 (has links)
M.Ed. / Please refer to full text to view abstract
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The phonological hierarchy of the White Mountain dialect of Western ApacheGreenfeld, Philip John, 1943-, Greenfeld, Philip John, 1943- January 1972 (has links)
No description available.
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A comparision of the recategorized WISC-R scores of good and poor spellersKeung, Cecilia January 1981 (has links)
The WISC-R (Wechsler, 1974) was administered to 29 good spellers and 31 poor spellers in grade six. The obtained scaled scores were recategorized in the manner suggested by Bannatyne (1974) into Spatial (Block Design, Object Assembly, and Picture Completion), Conceptual (Vocabulary, Similarities, and Comprehension), and Sequential (Digit Span, Coding, and Arithmetic) categories. The poor spellers were highest (mean score) in the Spatial category, intermediate in the Conceptual category, and lowest in the Sequential category. The good spellers were highest in the Conceptual category, intermediate in the Sequential category and lowest in the Spatial category.
These results are similar to those obtained in Bannatyne's 1971 study of genetic dyslexic children, and other studies reported in the literature for disabled and retarded readers. The implications of these findings are briefly discussed. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate
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The most effective way to teach spellingStrange, Mandy Lea 01 January 2005 (has links)
The research in this project shows that spelling needs to be taught through patterns, rhymes and the use of analogies. Weekly spelling tests are effective to assess spelling patterns, instead of useing a pre-determined collection of random words. Additionally, spelling needs to be taught within writing, not as a completely separate subject.
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Spelling and Reading Comprehension: Investigating Unique Relations in Third GradMurphy, Kimberly 21 November 2016 (has links)
No description available.
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Pronunciation Modeling in Spelling Correction for Writers of English as a Foreign LanguageBoyd, Adriane 24 June 2008 (has links)
No description available.
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A Comparative Study of the Vocaublary, Word-Meanings, Mechanical Features, and Teaching Plans of Fifteen Second Grade Spelling TextbooksStanley, Ruth, Pointer 08 1900 (has links)
The problem of this thesis is to make a critical study of fifteen second grade spelling textbooks published since 1940. The purpose of this study is to see how they agree or where they disagree in mechanical features, vocabulary, word-meanings, and teaching plan.
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A Study of Two Approaches to the Teaching of Spelling in the Seventh Grade of a Bicultural School SystemKlemm, James F., 1929- 01 1900 (has links)
This study was designed to determine the relative effectiveness of a group-study approach to the teaching of spelling as compared with an individual-study approach to the teaching of spelling in the seventh grade of a school with a large number of students of Latin American extraction.
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An Experimental Investigation into the Interaction Between Modality Preference and Instruction Mode in the Learning of Spelling Words by Upper-Elementary Learning Disabled StudentsHill, Gerald D. (Gerald Dean) 08 1900 (has links)
This study investigated the effects of selected spelling teaching methods on spelling mastery of upper-elementary, learning disabled students. It also examined the value of assessing learning disabled students' modality preferences for diagnostic/prescriptive purposes.The study's significance is that it sought to (a) determine whether students classified as learning disabled can identify their preferred learning modes; (b) determine whether matching modes of instruction to students' modality reference(s) results in greater achievement; and (c) identify a systematic way of prescribing instruction for learning disabled students.
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