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ERIC Number: ED141807
Record Type: RIE
Publication Date: 1976
Pages: 167
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
A Study of Modality of Inferences and Their Relationship to Spelling Achievement of Sixth Grade Students.
Schwendinger, James Rea
A sample of 503 sixth-grade students participated in a study assessing the relationship between modality of inference and spelling achievement. Each student completed the Dictation Spelling Test and the Modality of Inference Instrument; scores from the Iowa Test of Basic Skills were also available. The Modality of Inference Instrument was developed from Hill's Cognitive Style Mapping Instrument; 16 major modality patterns were identified, though 2 were eliminated from the analysis, due to small sample size. Analyses provided some support for the importance of the modalities of inference defined by Hill in relation to school achievement. Subjects with four major modalities achieved significantly higher spelling scores on the Iowa Test of Basic Skills than did subjects with three major modality preferences. Also, subjects with four major modality preferences achieved higher scores on both the Iowa Test and the Dictation Spelling Test than did subjects with only one or with no major modality preference. (Author/AA)
University Microfilms, P.O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 77-3769, MF $7.50, Xerography $15.00)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ph.D. Dissertation, The University of Iowa