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Alessandra Valentini; Rachel E. Pye; Carmel Houston-Price; Jessie Ricketts; Julie A. Kirkby – Reading Research Quarterly, 2024
Children can learn words incidentally from stories. This kind of learning is enhanced when stories are presented both aurally and in written format, compared to just a written presentation. However, we do not know why this bimodal presentation is beneficial. This study explores two possible explanations: whether the bimodal advantage manifests…
Descriptors: Learning Modalities, Listening, Eye Movements, Children
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van Alphen, Petra M.; McQueen, James M. – Journal of Experimental Psychology: Human Perception and Performance, 2006
Effects on spoken-word recognition of prevoicing differences in Dutch initial voiced plosives were examined. In 2 cross-modal identity-priming experiments, participants heard prime words and nonwords beginning with voiced plosives with 12, 6, or 0 periods of prevoicing or matched items beginning with voiceless plosives and made lexical decisions…
Descriptors: Indo European Languages, Uncommonly Taught Languages, Word Recognition, Oral Language
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Knowlton, H. Earle – Learning Disability Quarterly, 1980
Picture fading methods previously demonstrated to be effective with moderately and severely retarded individuals were used to teach 12 sight words to two learning disabled students (ages 8 and 10). (Author)
Descriptors: Elementary Education, Learning Disabilities, Learning Modalities, Resource Room Programs
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Meyers, Marcee J. – Learning Disability Quarterly, 1980
The study investigated the effects of modality preference, mode of instruction, and verbal feedback on immediate and delayed recall of new words in 72 elementary age learning disabled students. (Author/PHR)
Descriptors: Elementary Education, Feedback, Learning Disabilities, Learning Modalities
Miller, Etta – 1974
A study was conducted to test the thesis that teaching word recognition skills in a manner compatible with the learner's auditory or visual modality preference would facilitate beginning reading instruction. A group of 62 students in two first grade classrooms was studied; one class stressed the presentation of words as whole units, the other…
Descriptors: Beginning Reading, Decoding (Reading), Learning Modalities, Learning Processes
Lehman, Elyse Brauch; Hanzel, Sharron Hurtt – 1980
In order to determine whether there are developmental differences in the handling of the modality attribute 32 children from each of grades two and six and 32 college students were presented with a video-taped mixed-modality list of 32 first grade words. Subjects were asked to recall the words, to identify the presentation modality of each word on…
Descriptors: Age Differences, Cognitive Development, Cognitive Processes, College Students
La Sorte, Diane M. – 1980
A study was conducted to investigate the ability of children to determine meanings of derived words that have undergone a pronunciation shift while retaining a close orthographic relationship to their base words. A researcher-designed test was constructed using derived words that had their base word included in a "core list" of words at or below…
Descriptors: Decoding (Reading), Elementary Education, Language Patterns, Learning Modalities
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Bara, Florence; Gentaz, Edouard; Cole, Pascale; Sprenger-Charolles, Liliane – Cognitive Development, 2004
This study examined the effect of incorporating a visuo-haptic and haptic (tactual-kinaesthetic) exploration of letters in a training designed to develop phonemic awareness, knowledge of letters and letter/sound correspondences, on 5-year-old children's understanding and use of the alphabetic principle. Three interventions, which differed in the…
Descriptors: Alphabets, Kindergarten, Phonemes, Word Recognition
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Ehri, Linnea C.; Wilce, Lee S. – Reading Research Quarterly, 1980
Results of a study in which first graders learned ten unfamiliar function words in two different formats indicated that sentence readers learned more about the syntactic and semantic identities of function words, whereas list readers remembered their orthographic identities better and could pronounce the words faster and more accurately in…
Descriptors: Beginning Reading, Function Words, Learning Modalities, Phonics
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Lynch, Michael P.; And Others – Journal of Speech and Hearing Disorders, 1989
Eight profoundly hearing-impaired children, aged 5-11, received tactual word recognition training with tactual speech perception aids. Following training, subjects were tested on trained words and new words. Performance was significantly better on both sets of words when words were presented with a combined condition of tactual aid and aided…
Descriptors: Auditory Training, Deafness, Elementary Education, Intermode Differences
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Marlowe, Wendy; And Others – Journal of Learning Disabilities, 1979
In a study 12 normal children and 12 reading disabled (word recognition difficulties) children (mean age 9.2 years) were compared for reading and listening comprehension to test whether disabled readers, given an auditory presentation, would show comprehension of material comparable to that of normal readers given visual presentation. (PHR)
Descriptors: Aural Learning, Elementary Education, Exceptional Child Research, Learning Disabilities
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Wauters, Loes N.; van Bon, Wim H. J.; Tellings, Agnes E. J. M.; van Leeuwe, Jan F. J. – American Annals of the Deaf, 2006
The present study examined whether specific item characteristics, such as mode of acquisition (MoA) of word meanings, make reading comprehension tests particularly difficult for deaf children. Reading comprehension data on nearly 13,000 hearing 7-to-12-year-olds and 253 deaf 7-to-20-year-olds were analyzed, divided across test levels from second…
Descriptors: Semantics, Deafness, Age Differences, Reading Comprehension
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Riding, Richard J.; Glass, Alan; Butler, Stuart R.; Pleydell-Pearce, Christopher W. – Educational Psychology, 1997
Describes an experiment where 15 adults received a computer presented "Cognitive Styles Analysis" to assess their positions on two cognitive style dimensions: Wholist-Analytic and Verbal-Imagery. The subjects then completed word association and identification tasks while their electroencephalograph readings were monitored. The readings…
Descriptors: Adult Education, Associative Learning, Cognitive Psychology, Cognitive Style