Date Approved

4-24-1997

Embargo Period

8-30-2016

Document Type

Thesis

Degree Name

M.A. in Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Kuder, S. Jay

Subject(s)

English language--Orthography and spelling--Study and teaching (Elementary); Mentally ill children--Education (Elementary)

Disciplines

Special Education and Teaching

Abstract

The purpose of this thesis was to determine if the use of the SRA Spelling Mastery Program with emotionally disturbed students would increase the amount of words they could spell as compared to similar students who utilized the Graham and Freeman five step study strategy. All the students in the study have been described as having attentional difficulties. After the completion of the placement test, intervention was begun. Intervention consisted of one hundred words selected from the SRA Spelling Mastery Program. Both the SRA and the Graham group had weekly spelling tests consisting of the same ten words. Unit tests were given to each group every three weeks. The unit tests consisted of twenty-five words selected from the three previous spelling tests.

The results of this study indicate that the differences between the two groups were insignificant. The Graham group showed the higher mean score for both weekly tests and unit tests.

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