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Virginia Tech
An experiment to determine the relative advantage of improved spelling by typewriting as opposed to handwriting
Abstract
dc:description.abstractThe limited-instruction spelling course proved to be the best method of integrating spelling and typewriting instruction. The students achieved better results when they looked up the meanings of words and typed the words in sentences. Studying seven or eight words a day was more effective than studying fifteen or more words. The second-year students in both the intensive and limited-instruction group benefited more from this type of instruction than did the first-year students. The students who received no instruction showed very little improvement in spelling ability.
Degree
thesis:*- Name thesis:degree_name
- Master of Science
- Level thesis:degree_level
- masters
- Discipline thesis:degree_discipline
- Business Education
- Department dc:contributor.department
- Business Education
- Grantor dc:publisher
- Virginia Tech
- Year dc:date.issued
- 1960
Author and committee
dc:creator, dc:contributor.*- Author dc:creator
-
- Legris, Mary Dallas
- Chair dc:contributor.committeechair
-
- Huffman, Harry
- Committee member dc:contributor.committeemember
-
- Stewart, Jeffrey R.
Rights
dc:rights- Statement dc:rights
-
- In Copyright
- Licence dc:rights.uri
- Language dc:language.iso
- en
Identifiers
dc:identifier.*- Dc Identifier Other
- etd-06102012-040030
- OAI identifier oai:identifier
- oai:vtechworks.lib.vt.edu:10919/43019