The present study examined whether temporal processing (TP) is associated with reading of a non-alphabetic script, that is, Chinese. A total of 126 primary school-aged Chinese children from Taiwan (63 children with dyslexia) completed cross-modal, visual, and auditory temporal order judgment tasks and measures of Chinese reading and…

Several decades of research have established that time spent reading has a positive impact on the cognitive development and academic success of school-aged children and adolescents. Yet, reading among adolescents has been in decline in recent years while engagement with audiobooks has increased. Professionals in librarianship, children's…

G. Senf's study of bisensory integration language tasks was modified and replicated with 52 normal and 52 learning disabled children. Results confirmed the original study except for a more consistent pattern for individual difference variables and failure to replicate the main effect of stimulus interpair presentation times. (Author/CL)

Selective auditory attention skills of 21 learning disabled children as compared with the performance of 23 normal achievers (seven- to nine-years-old) were examined. Performance of the LD children was affected more than normal achievers under all distractor conditions. (Author/CL)

The role of memory deficits in learning disabilities (LD) was examined. It is argued that a shift in emphasis is necessary from standardized test results to the processes which underpin performance on such tests. (Author)

Following pretraining on three figures, 44 nonhandicapped preschoolers were assigned to experimental groups to investigate methods of integrating a new, similar symbol into a set of familiar symbols to approximate the difficult disciminations encountered by young children in school. (Author)

The results indicated that ear occlusion improved performance in the majority of Ss and that unilateral occlusion effectively eliminated the auditory figure-ground disorder in most Ss. (Author)

It was found that although learning disabled elementary children did more poorly than normal children at tasks involving intersensory and intrasensory matches, the psychological processes related to performance were, with one exception, similar between groups. (Author/CL)

The study presents normative data on Masking Level Difference (an improvement of the auditory processing of interaural time/intensity differences between signals and masking noises) for 90 learning disabled persons (4-35 years old). It was concluded that the MLD may quickly screen for auditory processing problems. (CL)

For learning handicapped children with impaired language associations, patterns, and expressions, this paper summarizes relevant linguistic research and instructional strategies. Linguistic auditory memory pattern exercises and examples are then presented as an integrated multisensory approach which has been found useful by special educators.…

Dichotic stop-consonant-vowel identification was investigated in two experiments using two groups of learning-disabled children, demonstrating clinical manifestations of auditory-processing disorders, and two groups of matched, control Ss (eight to ten years old). (Author)

Eighty college students with learning disabilities were evaluated via intelligence tests and auditory language tests. In the 63 students with auditory language problems, persistent problems were discovered in discrimination, comprehension, memory, retrieval, sequencing, syntax, formulation, and articulation. The major area of language problems was…

Results indicated a significant difference between the 18 normal readers and the 36 learning-disabled readers on tasks matching auditory temporal to visual-spatial and auditory-temporal to visual-temporal but not on the visual-temporal to visual-spatial task. Results were interpreted in terms of learning-disabled readers being deficient in…

Results of perceptual tests administered to 50 retarded readers and 50 average readers in third grade indicated a significant difference between the two groups on visual sequential memory for letters. (CL)

Examines the effects of a tactile and kinaesthetic teaching method on the spelling performance of a special education student. Finds improved accuracy in weekly tests but modest long-term retention when tracing target words with the index finger of the dominant hand. Finds overall improved scores when tracing was combined with dictation. (KEH)