{"id":{"repo_id":"mo-state","oai_identifier":"oai:bearworks.missouristate.edu:theses-1452"},"canonical_url":"https://search.dev.ndltd.org/etd/mo-state/oai:bearworks.missouristate.edu:theses-1452","repository":{"repo_id":"mo-state","name":"Missouri State University","base_url":"https://bearworks.missouristate.edu/do/oai/"},"display":{"title":"An Experimental Study to Determine the Effect of an Individualized Approach to a Second-Grade Traditional Spelling Program","abstract":"This study was undertaken to determine if the incorporation of individualized instruction would have an effect upon the spelling achievement of second-grade students. Two intact second-grade classes from two similar school districts were used in the study. One second-grade class received individualized instruction in addition to the district's curriculum series while the other second-grade class received only traditional textbook instruction. A pretest consisting of seventy-five words was administered to both the control group and the experimental group in this study. Both groups were also administered a posttest at the completion of the study.","abstract_html":"This study was undertaken to determine if the incorporation of individualized instruction would have an effect upon the spelling achievement of second-grade students. Two intact second-grade classes from two similar school districts were used in the study. One second-grade class received individualized instruction in addition to the district's curriculum series while the other second-grade class received only traditional textbook instruction. A pretest consisting of seventy-five words was administered to both the control group and the experimental group in this study. Both groups were also administered a posttest at the completion of the study.","abstract_has_math":false,"creators":["Badley, Barbara Jean"],"institution":null,"degree_name":"Master of Science in Education in Elementary Education","degree_level":"Masters","degree_discipline":"Childhood Education and Family Studies","degree_department":null,"school":null,"contributors":["Darrell Roubinek"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1990,"date_issued":"1990-05-01T07:00:00Z","date_published":"1990-05-01T07:00:00Z","updated_at":"2026-07-24T03:15:29Z","subjects":["Elementary Education and Teaching"],"languages":[],"rights":["© Barbara Jean Badley"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://bearworks.missouristate.edu/theses/451","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Darrell Roubinek"]},{"key":"dc:creator","label":"Author","values":["Badley, Barbara Jean"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Childhood Education and Family Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science in Education in Elementary Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Elementary Education and Teaching"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© Barbara Jean Badley"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://bearworks.missouristate.edu/theses/451"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study was undertaken to determine if the incorporation of individualized instruction would have an effect upon the spelling achievement of second-grade students. Two intact second-grade classes from two similar school districts were used in the study. One second-grade class received individualized instruction in addition to the district's curriculum series while the other second-grade class received only traditional textbook instruction. A pretest consisting of seventy-five words was administered to both the control group and the experimental group in this study. Both groups were also administered a posttest at the completion of the study."]},{"key":"dc:title","label":"Title","values":["An Experimental Study to Determine the Effect of an Individualized Approach to a Second-Grade Traditional Spelling Program"]}]}],"canonical_facts":{"dc:contributor":["Darrell Roubinek"],"dc:creator":["Badley, Barbara Jean"],"dc:description.abstract":["This study was undertaken to determine if the incorporation of individualized instruction would have an effect upon the spelling achievement of second-grade students. Two intact second-grade classes from two similar school districts were used in the study. One second-grade class received individualized instruction in addition to the district's curriculum series while the other second-grade class received only traditional textbook instruction. A pretest consisting of seventy-five words was administered to both the control group and the experimental group in this study. Both groups were also administered a posttest at the completion of the study."],"dc:identifier":["https://bearworks.missouristate.edu/theses/451"],"dc:rights":["© Barbara Jean Badley"],"dc:subject":["Elementary Education and Teaching"],"dc:title":["An Experimental Study to Determine the Effect of an Individualized Approach to a Second-Grade Traditional Spelling Program"],"thesis:degree_discipline":["Childhood Education and Family Studies"],"thesis:degree_level":["Masters"],"thesis:degree_name":["Master of Science in Education in Elementary Education"]},"updated_at":"2026-07-24T03:15:29Z"}