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Download full textBalmuth, Miriam – 1968
Research conducted over the past 80 years is examined to answer three questions on sensory modality as it relates to reading. In the 18 studies reviewed which relate to the superiority of one modality over another, there was no consensus regarding the relative effectiveness of modalities among adults. The evidence leans toward greater…
Descriptors: Aural Learning, Beginning Reading, Intermode Differences, Reading Achievement
Elliott, Wanda – 1973
The major objective of this study was to compare the effects of two modalities of instruction and testing--aural and visual. Other considerations were sex differences in achievement and the exploration of a relationship between sex identity and achievement. The eighth grade boys and girls of average intelligence who participated in this study…
Descriptors: Aural Learning, Educational Research, Elementary Education, Learning Modalities
ORR, DAVID B. – 1967
THE EFFECT OF USING SIMULTANEOUS BIMODAL INPUTS ON THE COMPREHENSION OF CONNECTED DISCOURSE FOR IMPROVING THE READING AND LISTENING SKILLS OF EDUCATIONALLY MENTALLY RETARDED CHILDREN WAS STUDIED. SUBJECTS WERE STUDENTS BETWEEN THE AGES OF 12 YEARS, 11 MONTHS AND 17 YEARS, 11 MONTHS WHOSE MEASURED INTELLIGENCE WAS BETWEEN 54 AND 86. THE STUDENTS…
Descriptors: Aural Learning, Mild Mental Retardation, Multisensory Learning, Reading Achievement
Peer reviewedAmoriell, William J. – Journal of Learning Disabilities, 1979
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)
Descriptors: Auditory Stimuli, Aural Learning, Elementary Education, Exceptional Child Research
PDF pending restorationWaugh, Ruth – 1971
One hundred and sixty-six second graders were administered the Illinois Test of Psycholinguistic Abilities (ITPA) and a visual and auditory memory test. Intraindividual discrepancies between a child's performance on comparable visual and auditory measures served to identify him as a visual or an auditory learner. Significantly more 5-year-old…
Descriptors: Auditory Perception, Aural Learning, Grade 2, Individual Differences
Howard, Marilyn – 1985
The Auditory Discrimination in Depth (ADD) program, an oral-motor approach to beginning reading instruction, causes students to become aware of the oral-facial characteristics of phonemes by calling conscious attention to the motor characteristics of each sound. This aspect of phoneme production is connected to visual and auditory cues to provide…
Descriptors: Auditory Discrimination, Aural Learning, Beginning Reading, Kindergarten
BATEMAN, BARBARA – 1967
THE VIEW THAT READING IS A ROTE, AUTOMATIC, CONDITIONED, NONMEANINGFUL PROCESS WHICH PRECEDES (THUS IS SEPARABLE FROM) COMPREHENSION IS CORROBORATED IN A TWO-PART INVESTIGATION. IN PART I, EVIDENCE IS PRESENTED TO SUPPORT THE POSITION THAT READING IS A NONMEANINGFUL PROCESS. IN PART II, A STUDY OF THE EFFICACY OF AN AUDITORY APPROACH TO…
Descriptors: Aural Learning, Beginning Reading, Comparative Analysis, Grade 1
Hall, Richard W.; Moon, Charles E. – 1985
A study examined variables that affect the acquisition of automaticity of verbal skills. Among the variables examined were practice, novelty or familiarity of a word or word category, the speed and efficiency with which persons acquire automaticity, reaction time, and number of tasks performed concurrently. Subjects, 30 sixth and seventh grade…
Descriptors: Aural Learning, Cognitive Processes, Decoding (Reading), Elementary Education
