A teacher of learning handicapped students describes her modality perspective, noting characteristics of visual, auditory, and kinesthetic learners and considering the impact of deficiencies in more than one modality. (CL)

An informal study suggested that although auditory input affects and often interferes with learning, especially in learning disabled children, the students learn to cope with the interference. The importance of considering all learning modalities was stressed. (CL)

The article describes a multi-modal linguistic approach which draws on the existence of student's preferred language or linguistic style corresponding to their preferred learning style. (CL)

The article describes an interdisciplinary modified motor evaluation which allows the professional to classify a child according to a perceptual motor development level. (SBH)

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)

Research on hemispheric and modality preference and implications for children with specific learning disabilities is reviewed. A chart lists information concerning performance of left and right hemisphere for modes of information processing. General and specific skill enhancement strategies for reading and general development are suggested. (CL)

A five-step method is advanced for matching teaching strategies with learning styles in implementing individualized educational programs with learning disabled students. Steps involve evaluating current and needed skills and assessing how the child has learned what he/she already knows. (CL)

Investigated with 69 elementary grade children was the relationship between a cross-modal perceptual-motor task and academic achievement. (DB)

An optometrist hypothesizes that poor reading skills stem from a child's inability to discern relationships among objects, people, concepts or instructional materials and suggests that physical problem-solving tasks that utilize several sense modalities simultaneously provide effective remedial treatment. (LH)

Presented and discussed is a model of sensory and intersensory components related to information processing and expressive activity in children with learning problems. (CL)

The article reviews techniques which incorporate visual, auditory, and kinesthetic modalities in developing reading skills of perceptually handicapped students. (CL)

Students repeatedly urged to try harder often suffer from deficits in learning mode that must be identified and remediated specifically before academic performance will improve. (JG)

Computer programers need to understand educational theory about how children learn in order to devise software that will incorporate a multisensory approach for students' unique learning styles. (CL)

Minilessons are used in a reading clinic and in the classroom to determine if the reading disabled student is best able to learn new words through visual, auditory, or visual motor channels. Language experience stories are also generated along with a writing sample. (CL)

The article reviews 22 studies concerned with learning disabled children under 10 years old in which there was a clear attempt to compare auditory and visual modality preferenes to visual and/or auditory methods of teaching words or other written verbal symbols. (PHR)