Relationship of visual sequential memory to spelling ability of grade four subjects

• Main Author: Maitland, Mary Jane
• Language: English
• Published: 2010
• Online Access: http://hdl.handle.net/2429/21971

The purpose of the study was to investigate the relationship of visual sequential short-term memory ability to spelling ability. An experimental sample of 77 normal grade four subjects was used. Four criterion-referenced)prerequisite tests were designed and used to ensure inclusion in the study of only those subjects with adequate development of prerequisites designated necessary for the spelling and memory tests applied. The Predictable Words and Unpredictable Words subtests from the Larsen-Hammill Test of Written Spelling were used to measure spelling ability. Visual sequential short-term memory ability was measured by two tests requiring recall of nonmeaningful letter serials of varying lengths. The memory tests were similar except for response mode; one required oral recall while the other required written recall. Both tests were found to have a reliability coefficient of .80. The ability for oral recall of nonmeaningful letter serials on a measure of visual sequential short-term memory was found to be positively and significantly related to the ability to spell phonetically regular words (rt = .655; p = < .05) as well as phonetically irregular words (rt = .488; p = < .05). The ability for written recall of nonmeaningful letter serials on a measure of visual sequential short-term memory was also found to be positively and significantly related to the ability to spell phonetically regular words (rt = . 588 ; p = < .05) as well as phonetically irregular words (rt = .524; p== < .05). Results supported the proposed hypotheses and suggest visual sequential short-term memory for verbal information as a possible cognitive ability underlying the process of spelling. === Education, Faculty of === Educational and Counselling Psychology, and Special Education (ECPS), Department of === Graduate