Suggestions are made for incorporating finger-spelling with sound blending in spelling instruction for handicapped and nonhandicapped children. Teaching materials are described, and five steps in teaching how to spell a three letter word are listed. (CL)

Suggests exercises, activities, and materials teachers can use to help students increase awareness of the nonverbal aspects of communication. (RB)

The author's plans for Kinesthetic Initial Training (KIT), a system of interrelated subjects designed to teach handicapped and gifted students basic reading, writing, arithmetic, and grammar skills through the use of concrete materials, are described. KIT components are reviewed, and implications are considered for areas of psychomotor,…

A teacher reports on helpful advice she received from a colleague when she started teaching: to teach students in the cognitive mode in which they learn best (auditory, visual, kinesthetic, or tactile). (TE)

Kinesthetic apparatus make physics learning experiences stimulating, memorable, and influential in helping students relate natural phenomena to the laws of physics. Describes a number of experiments and demonstrations that are possible with kinesthetic apparatus, which help eradicate some traditional student misconceptions and provide students…

Games players need a large repertoire of movement patterns that they can use under differing conditions in the playing of games. (JD)

Spelling activities that draw upon all of a student's senses--visual, auditory, and kinesthetic--are described. Instructions for setting up a kinesthetically based holiday center that will develop a taste for spelling and a feel for words are also given. (PP)

This book reviews how the brain processes, stores, and retains information and how teachers can guide students in accessing this information by utilizing their individual learning styles and strengths. It offers practical strategies and applications for accessing these sensory pathways, connecting learned content to the real world. Seven chapters…

This article explains to teachers how they can identify their personal modality strength (auditory, visual, or kinesthetic) and how this orientation affects their classroom style. Techniques are also suggested for providing reading help to auditory, visual, and kinesthetic learners. (SJL)

Presents a method which introduces biology students to some fundamental aspects of scientific methodology. Explains simple muscle testing procedures, a historical perspective, experimental variables, pedagogical uses, and possible mechanisms of the muscle response phenomenon action. (RT)

Students and teachers experience the world primarily through visual, kinesthetic, or auditory representational systems. If teachers are aware of their own favored system and those of their students, classroom communication will improve. Neurolinguistic programing can help teachers become more effective communicators. (PP)

Argues that, to maximize a child's educational experience in history/social science, it is imperative that teachers utilize a whole-brain teaching approach by using a variety of experiences that stimulate both sides of the brain. Discusses the three general modes in which students appear to learn: oral, visual, and kinesthetic. Suggests specific…

The paper describes an innovative treatment approach to severe learning disabilities in use in St. Gallen, Switzerland. The multisensory approach is based on the assumption that learning disabled children have perceptual cognitive deficits. Reality based problem-solvng events connected with tactile-kinesthetic input become the primary foci of…

This book was written to help teachers gain a better understanding of children who are failing in school and to provide a systematic process of attacking their learning problems. The text presents workable principles for determining probable causes of learning problems and for selecting suitable, effective remedial activities. Learning problems…

Four types of learners in physical education can be characterized by preferred perceptual mode (visual, kinesthetic, thinker, and listener). The paper describes the steps teachers should follow to accommodate students' learning styles, including identifying their own learning style and assessing their students' learning styles. (SM)