{"id":{"repo_id":"mo-state","oai_identifier":"oai:bearworks.missouristate.edu:theses-1480"},"canonical_url":"https://search.dev.ndltd.org/etd/mo-state/oai:bearworks.missouristate.edu:theses-1480","repository":{"repo_id":"mo-state","name":"Missouri State University","base_url":"https://bearworks.missouristate.edu/do/oai/"},"display":{"title":"A Study of the Relationship of Learning Styles and Spelling Achievement","abstract":"This study was undertaken to determine if a correlation existed between an individual's learning modality and his proofreading achievement test scores (ITBS) and actual spelling achievement test scores (K-TEA). The subjects were fourth, fifth, and sixth grade students from three self-contained classrooms. The students were given the Swassing-Barbe Modality Index to establish learning modality. It was found that a significant correlation existed between visual learning modality and achievement test scores for the fifth grade students. The research also indicated that students with a dominant learning modality score achieved above the mean more frequently than those without a dominant learning modality.","abstract_html":"This study was undertaken to determine if a correlation existed between an individual's learning modality and his proofreading achievement test scores (ITBS) and actual spelling achievement test scores (K-TEA). The subjects were fourth, fifth, and sixth grade students from three self-contained classrooms. The students were given the Swassing-Barbe Modality Index to establish learning modality. It was found that a significant correlation existed between visual learning modality and achievement test scores for the fifth grade students. The research also indicated that students with a dominant learning modality score achieved above the mean more frequently than those without a dominant learning modality.","abstract_has_math":false,"creators":["Gorden, Karen Kay"],"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":1988,"date_issued":"1988-12-01T08:00:00Z","date_published":"1988-12-01T08:00:00Z","updated_at":"2026-07-24T03:15:29Z","subjects":["Elementary Education and Teaching"],"languages":[],"rights":["© Karen Kay Gorden"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://bearworks.missouristate.edu/theses/479","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":["Gorden, Karen Kay"]}]},{"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":["© Karen Kay Gorden"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://bearworks.missouristate.edu/theses/479"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study was undertaken to determine if a correlation existed between an individual's learning modality and his proofreading achievement test scores (ITBS) and actual spelling achievement test scores (K-TEA). The subjects were fourth, fifth, and sixth grade students from three self-contained classrooms. The students were given the Swassing-Barbe Modality Index to establish learning modality. It was found that a significant correlation existed between visual learning modality and achievement test scores for the fifth grade students. The research also indicated that students with a dominant learning modality score achieved above the mean more frequently than those without a dominant learning modality."]},{"key":"dc:title","label":"Title","values":["A Study of the Relationship of Learning Styles and Spelling Achievement"]}]}],"canonical_facts":{"dc:contributor":["Darrell Roubinek"],"dc:creator":["Gorden, Karen Kay"],"dc:description.abstract":["This study was undertaken to determine if a correlation existed between an individual's learning modality and his proofreading achievement test scores (ITBS) and actual spelling achievement test scores (K-TEA). The subjects were fourth, fifth, and sixth grade students from three self-contained classrooms. The students were given the Swassing-Barbe Modality Index to establish learning modality. It was found that a significant correlation existed between visual learning modality and achievement test scores for the fifth grade students. The research also indicated that students with a dominant learning modality score achieved above the mean more frequently than those without a dominant learning modality."],"dc:identifier":["https://bearworks.missouristate.edu/theses/479"],"dc:rights":["© Karen Kay Gorden"],"dc:subject":["Elementary Education and Teaching"],"dc:title":["A Study of the Relationship of Learning Styles and Spelling Achievement"],"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"}