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
| Identifer | oai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/43019 |
| Date | 10 June 2012 |
| Creators | Legris, Mary Dallas |
| Contributors | Business Education, Huffman, Harry, Stewart, Jeffrey R. |
| Publisher | Virginia Tech |
| Source Sets | Virginia Tech Theses and Dissertation |
| Language | English |
| Detected Language | English |
| Type | Thesis, Text |
| Format | 97 leaves, BTD, application/pdf, application/pdf |
| Rights | In Copyright, http://rightsstatements.org/vocab/InC/1.0/ |
| Relation | OCLC# 27251390, LD5655.V855_1960.L447.pdf |
Page generated in 0.0025 seconds