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Thesis (M.A.)—University of Nebraska—Lincoln, 1928. Department of Educational Psychology and Measurements.


Copyright 1928, the author. Used by permission.


The practice of keeping a record of progress in study that depends upon drill or the mastery of the subject matter is an incentive to the pupil for greater achievement. However, keeping progress records makes the daily grading of papers necessary.

From this thesis study of the factors which promote efficiency in the daily instruction in spelling, the following conclusions have been reached:

1. It pays to plan situations that promote and develop desirable tendencies.

2. Recognition of errors is more certain when the double emphasis of misspelling is preceded by the careful observation of these same words as they are marked twice on other papers.

3. The customary method of marking from dictation leads to the recognition of more errors than the less common use of the printed copy.

4. The record of improvement in accuracy by means of a chart or graph is an effective appeal. It takes some time to make the graph, but the results are quite worthwhile.

5. Controlled exchange is superior to random exchange because the reliable pupils help the inaccurate ones to discover and overcome their errors.

6. If pupils can rate ninety-nine percent of their work correctly it is worthwhile to have them participate in judging and scoring their own papers and thus, promote efficiency in grading papers.

Advisors: F. E. Henzlik