Among conclusions presented by a review of research on modality preference as a method for differentiating beginning reading instruction are that differentiating instruction according to modality preference apparently did not facilitate learning to read. (Author)

The authors refute attempts to reject modality based instruction for reading disabled students. They suggest that although no incontestible evidence justifies modality based instruction, further research on the issue should be conducted. J. Kampworth responds by emphasizing the lack of conclusive data. (CL)

Movement education techniques can be used to enhance childen's creative and expressive abilities, which can help to develop a sound self image and to transfer knowledge to reading skills. Numerous studies have explored perceptual and motor learning, movement therapy, and the needs of children with learning difficulties. Movement concepts have been…

This research review on basic reading skills begins with an historical perspective on reading methods, followed by an overview of reading instruction methods for the general population. Research findings are presented on several instructional methods, including phonetic, linguistic, artificial orthography, basal reading, and language experience…

Discusses recent research on learning style, revealing some of the problems with the research as well as how work on learning modality can help students with trouble in school. Also discusses tests that identify learning style, and advises teachers to keep an open mind about learning style research. (SKC)

Presents evidence to support the premise that boys reflect a predilection to process information visually, while girls reflect a preference to process information auditorally. Cautions against relying on isolated components such as hemispheric dominance or laterality during the identification and correction of reading problems. (FL)