000			01568nam a22002537a 4500
003			ZW-GwMSU
005			20241206130503.0
008			241206b |||||||| |||| 00| 0 eng d
022			_a0144-3410
040			_aMSU _bEnglish _cMSU _erda
050	0	0	_aLB1051 EDU
100	1		_aMaree Stephens _eauthor
245	1	2	_aA comparison of the effects of direct instruction and remedial english classes on the spelling skills of secondary students _ccreated by Maree Stephens and Alan Hudson
264	1		_aOxfordshire: _bCarfax Publishing, _c1984.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aAn international journal of experimental educational psychology _vVolume 4 , number 4 ,
520	3		_aA 2x2 factorial design using 72 Australian Year 7 students (aged 11.50 years to 12.75 years) was employed to determine the relative effects of exposure to Morphographic Spelling and attendance at remedial English classes on children's spelling scores as measured by three independent variables (Schonell Graded Word Spelling Test, Peters’ Dictation Test and Primary Revision Spelling Test). Analysis of covariance procedures were used and the results indicate a strong effect for exposure to the Morphographic Spelling Programme, but with a non‐significant effect for the attendance at remedial English classes.
650			_aEnglish language _vSpelling skills _xRemedial work
700			_aHudson, Alan _eco-author
856			_uhttps://doi.org/10.1080/0144341840040401
942			_2lcc _cJA
999			_c168665 _d168665