The Effects of Sixth Grade Students' Processes of Accessing Information (Following the Neuro-Linguistic Programming Model) on Their Spelling Abilities

Abstract

This 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.