A study of written spelling among students in grades four, eight, and twelve utilizing the 900 words of the Reading-spelling vocabulary program

dc.contributor.advisorStetson, Elton G.
dc.contributor.committeeMemberGingiss, Peter J.
dc.contributor.committeeMemberKiefer, Barbara
dc.contributor.committeeMemberMountain, Lee H.
dc.creatorLoveless, Ann
dc.date.accessioned2023-05-17T16:44:31Z
dc.date.available2023-05-17T16:44:31Z
dc.date.copyright1985-02-05
dc.date.issued1984
dc.description.abstractProblem and Purpose. In 1978 Stetson developed the Reading-Spelling Vocabulary Program, a list of 900 high frequency words claimed to be important for both reading and spelling. Although the words have been rank ordered for reading difficulty (Stetson, 1980; White, 1980), no research has been conducted to rank order the word list for written spelling or to compare order of difficulty between spelling and reading. Therefore, this study was designed to answer two questions: 1. Are there differences in rank order of difficulty for the 900 words between written spelling and reading? 2. Are there differences in the spelling accuracy of selected words written for students in 1983 (Loveless) and 1954 (Greene)? [...]
dc.description.departmentEducation, College of
dc.format.digitalOriginreformatted digital
dc.format.mimetypeapplication/pdf
dc.identifier.other11362794
dc.identifier.urihttps://hdl.handle.net/10657/14195
dc.language.isoen
dc.rightsThis item is protected by copyright but is made available here under a claim of fair use (17 U.S.C. Section 107) for non-profit research and educational purposes. Users of this work assume the 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 express permission of the copyright holder.
dc.subjectEnglish language--Orthography and spelling--Ability testing
dc.titleA study of written spelling among students in grades four, eight, and twelve utilizing the 900 words of the Reading-spelling vocabulary program
dc.type.dcmiText
dc.type.genreThesis
dcterms.accessRightsThe full text of this item is not available at this time because it contains documents that are presumed to be under copyright and are accessible only to users who have an active CougarNet ID. This item will continue to be made available through interlibrary loan.
thesis.degree.collegeCollege of Education
thesis.degree.departmentEducation, College of
thesis.degree.disciplineEducation
thesis.degree.grantorUniversity of Houston
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education
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