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…

Two groups of children (ages 8 and 12) with reading disabilities and verbal deficits were given a memory-for-colors task designed to evaluate intra- and intermodal serial memory functioning. Results suggest developmental differences in relative influence of specific modalities in immediate memory functions, but emphasize intramodal verbal factors…

Both good and poor readers stored information indicating whether a word was heard or seen and information concerning a word's category membership. (Author)

The study provided 7 dysphonetic and dyseidetic dyslexic children (aged 8 to 10) with instruction in reading comprehension using a story grammar strategy and instructional approaches matching each dyslexia subtype. Statistically and clinically significant improvements were found in the proportion of qualitatively important story elements recalled…

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 author considers reasons for the time delay between research findings and classroom application, examines research on teaching math and spelling to the learning disabled (LD) student, and reviews the status of the controversy over process or modality training for LD students. (CL)

The study introduced a testing procedure that could be used to determine the optimal response modes of 24 primary school age learning disabled children on a standardized diagnostic test such as the Frostig Developmental Test of Visual Perception (FDTVP). (Author/SBH)

The Fernald Technique (originated by G. Fernald), which is a multi-modal approach involving tracing, is one method of teaching reading to learning disabled students. (Author/PHR)

The paper reviewed 15 studies investigating the interaction between perceptual modality preference and method of teaching reading. (Author)

Seven students (ages 10-13) with learning disabilities were introduced to the write-say method, which provides immediate visual and auditory feedback following the administration of a daily spelling test. Compared to studying words on one's own, the write-say method significantly enhanced subjects' spelling accuracy in a brief period of time.…

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)

Eighteen average readers and 18 less-skilled readers (grades 8 and 9) were presented with social studies and science passages via a computer either visually (on screen), auditorily (read by digitized voice), or bimodally (on screen, highlighted while being voiced). Less-skilled readers demonstrated comprehension in the bimodal condition equivalent…