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dc.contributor.authorCardon, Roxanna M.
dc.date.accessioned2021-09-07T22:05:13Z
dc.date.available2021-09-07T22:05:13Z
dc.date.issued8/1/1989
dc.identifier.urihttp://hdl.handle.net/20.500.12648/6034
dc.descriptionThe College at Brockport Drake Memorial Library respects the intellectual property rights of others and do not claim any copyright interest in this item. This item may be protected by copyright but is made available here under a claim of fair use (17 U.S.C. §107) for non-profit research and educational purposes. Users of this work have responsibility for determining copyright status prior to reusing, publishing or reproducing this item for purposes other than what is allowed by fair use or other copyright exemptions. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
dc.description.abstractThis study was conducted to determine whether or not the process students’ use to access spelling information will predict their abilities to spell words correctly. The subjects involved in this study included 50 sixth grade students from low average, average, high average and gifted reading groups. Subjects were given an oral spelling test consisting of 12 words of mixed phonemic and visual complexity. Their eye movements were observed while they were completing the spelling task. Subjects' eye movements were then categorized as to their indication of processing in either the visual, auditory or kinesthetic mode. This analysis followed the Neuro-Linguistic Programming model. Results were analyzed using correlation regression technique. The coefficient of determination (r2) was found to equal .11. This showed a very weak correlation between the process students used to spell (according to the Neuro-Linguistic Programming model) and their abilities to spell words correctly. The findings indicated that there is little support for the notion that it is possible to predict students' abilities to spell words correctly based upon their use of representational systems.
dc.subjectSpelling
dc.subjectMiddle School Students
dc.subjectNeuro-Linguistic Programming
dc.titleThe Effects of Sixth Grade Students' Processes of Accessing Information (Following the Neuro-Linguistic Programming Model) on Their Spelling Abilities
dc.typethesis
refterms.dateFOA2021-09-07T22:05:13Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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