The twenty-first century hosts a well-established global economy, where leaders are required to have increasingly complex skills that include creativity, innovation, vision, relatability, critical thinking and well-honed communications methods. The experience gained by learning to be visually literate includes the ability to see, observe, analyze,…

The aim of this study was to examine the combined influences of infants' attention and use of social cues in the prediction of their language outcomes. This longitudinal study measured infants' visual attention on a distractibility task (11 months), joint attention (14 months), and language outcomes (word-object association, 14 months; MBCDI…

Among the study's results were that there is a significant relationship between reading and lipreading ability, and although good readers may be either good or poor lipreaders, poor readers are more likely to be poor than good lipreaders. (Author/CL)

Twenty-one hearing-impaired children (6- to 14-years-old) who had received unisensory instruction for at least three years were administered a series of syllable reception tests. Subjects showed significantly more improvement when audition was added to visual reception than has been shown in previous studies of children educated in "multisensory"…

This study found significantly better lipreading scores by 31 children with hearing impairments than by 15 children with normal hearing (all 10 and 11 years old). However, correlations between degree of hearing loss and lipreading ability were nonsignificant. The study provides partial support for the doctrine of sensory compensation. (DB)

A third-year study was made to evaluate visual imagery as an educational technique for effective learning with culturally disadvantaged students. The major objective was to improve self-concept of 9-, 10-, and 11-year-old inner-city pupils using the motivational forces of filmmaking and cultural experiences to improve the ability of the children…

This study investigated the effects of a visually mediated intervention (i.e., social stories, written social phrases, pictures of social skills, and videotaped feedback) on the social communication of five elementary students with pervasive developmental disorders. Five triads, each with one subject and two typically developing peers were formed.…

This study, involving 20 normally developing 4-year olds, found no visual sequential recall differences between direct selection and scanning in task performance. However, subjects correctly recalled fewer sequential symbols represented by Blissymbols than by Picsyms, and recalled significantly fewer three-symbol sequences than two-symbol…