A study of the implementation of differentiation strategies in the spelling classroom

dc.contributor.advisor	Zbikowski, John
dc.contributor.author	Burton, Misty M.
dc.date.accessioned	2011-06-20T21:40:43Z
dc.date.available	2011-06-20T21:40:43Z
dc.date.issued	2011
dc.description	This file was last viewed in Adobe Reader 10.0.1	en
dc.description.abstract	A Study of the Implementation of Differentiation Strategies in the Spelling Classroom discusses the implementation of various differentiation strategies in a third grade spelling classroom. The strategies are used to compare the individual and group growth in the area of spelling accuracy and grammar usage with students who are in a control group using a workbook curriculum for spelling class. Both the experimental and control group used the same weekly spelling words. Results are variable depending on the spelling unit in group comparisons and the individual student in this study. Students in the experimental group had decidedly less misspellings and grammar misuses at the end of the first semester of the 2010-2011 school year	en
dc.identifier.uri	http://digital.library.wisc.edu/1793/53450
dc.language.iso	en_US	en
dc.subject	English language--Orthography and spelling--Study and teaching (Elementary)	en
dc.subject	Individualized instruction	en
dc.title	A study of the implementation of differentiation strategies in the spelling classroom	en
dc.type	Project Report	en

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