{"id":{"repo_id":"mo-state","oai_identifier":"oai:bearworks.missouristate.edu:theses-1400"},"canonical_url":"https://search.dev.ndltd.org/etd/mo-state/oai:bearworks.missouristate.edu:theses-1400","repository":{"repo_id":"mo-state","name":"Missouri State University","base_url":"https://bearworks.missouristate.edu/do/oai/"},"display":{"title":"A Study of Spelling Ability as a Predictor of Reading Achievement of Selected Elementary Students","abstract":"This study was conducted to examine whether spelling test scores could be used as predictors of reading achievement when compared to standardized achievement test scores. The subjects for the test were thirty third, fourth, and sixth grade students. The variables in this study were students' scores on the SRA Achievement Series reading, spelling, and vocabulary subtests, and the Spelling Errors Test. The data from the variables were analyzed using a Pearson product-moment correlational technique. The statistical analysis indicated that spelling, used as a single variable, was a significant predictor of reading achievement when compared to the SRA Achievement Series reading subtest.","abstract_html":"This study was conducted to examine whether spelling test scores could be used as predictors of reading achievement when compared to standardized achievement test scores. The subjects for the test were thirty third, fourth, and sixth grade students. The variables in this study were students' scores on the SRA Achievement Series reading, spelling, and vocabulary subtests, and the Spelling Errors Test. The data from the variables were analyzed using a Pearson product-moment correlational technique. The statistical analysis indicated that spelling, used as a single variable, was a significant predictor of reading achievement when compared to the SRA Achievement Series reading subtest.","abstract_has_math":false,"creators":["Pusateri, Nancy L."],"institution":null,"degree_name":"Master of Science in Education in Literacy","degree_level":"Masters","degree_discipline":"Reading, Foundations, and Technology","degree_department":null,"school":null,"contributors":["James Layton"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1981,"date_issued":"1981-07-01T07:00:00Z","date_published":"1981-07-01T07:00:00Z","updated_at":"2026-07-24T03:15:23Z","subjects":["Other Education"],"languages":[],"rights":["© Nancy L Pusateri"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://bearworks.missouristate.edu/theses/399","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["James Layton"]},{"key":"dc:creator","label":"Author","values":["Pusateri, Nancy L."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Reading, Foundations, and Technology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science in Education in Literacy"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Other Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© Nancy L Pusateri"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://bearworks.missouristate.edu/theses/399"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study was conducted to examine whether spelling test scores could be used as predictors of reading achievement when compared to standardized achievement test scores. The subjects for the test were thirty third, fourth, and sixth grade students. The variables in this study were students' scores on the SRA Achievement Series reading, spelling, and vocabulary subtests, and the Spelling Errors Test. The data from the variables were analyzed using a Pearson product-moment correlational technique. The statistical analysis indicated that spelling, used as a single variable, was a significant predictor of reading achievement when compared to the SRA Achievement Series reading subtest."]},{"key":"dc:title","label":"Title","values":["A Study of Spelling Ability as a Predictor of Reading Achievement of Selected Elementary Students"]}]}],"canonical_facts":{"dc:contributor":["James Layton"],"dc:creator":["Pusateri, Nancy L."],"dc:description.abstract":["This study was conducted to examine whether spelling test scores could be used as predictors of reading achievement when compared to standardized achievement test scores. The subjects for the test were thirty third, fourth, and sixth grade students. The variables in this study were students' scores on the SRA Achievement Series reading, spelling, and vocabulary subtests, and the Spelling Errors Test. The data from the variables were analyzed using a Pearson product-moment correlational technique. The statistical analysis indicated that spelling, used as a single variable, was a significant predictor of reading achievement when compared to the SRA Achievement Series reading subtest."],"dc:identifier":["https://bearworks.missouristate.edu/theses/399"],"dc:rights":["© Nancy L Pusateri"],"dc:subject":["Other Education"],"dc:title":["A Study of Spelling Ability as a Predictor of Reading Achievement of Selected Elementary Students"],"thesis:degree_discipline":["Reading, Foundations, and Technology"],"thesis:degree_level":["Masters"],"thesis:degree_name":["Master of Science in Education in Literacy"]},"updated_at":"2026-07-24T03:15:23Z"}