Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Aural Learning | 7 |
| Reading Difficulties | 7 |
| Visual Learning | 7 |
| Learning Modalities | 4 |
| Multisensory Learning | 3 |
| Cognitive Processes | 2 |
| Learning Disabilities | 2 |
| Reading Achievement | 2 |
| Reading Comprehension | 2 |
| Reading Difficulty | 2 |
| Reading Instruction | 2 |
| More ▼ | |
Author
| Amoriell, William J. | 1 |
| Bursuk, Laura | 1 |
| Fillmer, Henry T. | 1 |
| Helfeldt, John P. | 1 |
| Larrivee, Barbara | 1 |
| Linder, Ronald | 1 |
| Liu, Duo | 1 |
| Liu, Sisi | 1 |
| ORR, DAVID B. | 1 |
| Wang, Li-Chih | 1 |
Publication Type
| Journal Articles | 4 |
| Information Analyses | 2 |
| Reports - Research | 2 |
| Opinion Papers | 1 |
Education Level
| Elementary Education | 1 |
Audience
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Direct linkLiu, Sisi; Wang, Li-Chih; Liu, Duo – Journal of Learning Disabilities, 2019
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…
Descriptors: Foreign Countries, Learning Modalities, Children, Dyslexia
Peer reviewedLarrivee, Barbara – Learning Disability Quarterly, 1981
Among conclusions presented by a review of research on modality preference as a method for differentiating beginning reading instruction are that differentiating instruction according to modality preference apparently did not facilitate learning to read. (Author)
Descriptors: Aural Learning, Beginning Reading, Learning Modalities, Reading Difficulties
Download full textORR, 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
Peer reviewedLinder, Ronald; Fillmer, Henry T. – Reading Teacher, 1970
Descriptors: Aural Learning, Black Students, Perceptual Development, Predictive Validity
Bursuk, Laura – 1971
The comparative effectiveness of correlated listening-reading and reading-only comprehension lessons was studied using high school retarded readers with varying sensory modality learning preferences. Over a one-semester period, comparable lessons were taught to two groups matched for IQ, age, reading grade level, and freedom from sensory defects.…
Descriptors: Aural Learning, Learning Modalities, Learning Processes, Multisensory Learning
Peer reviewedHelfeldt, John P. – Reading World, 1983
Presents evidence to support the premise that boys reflect a predilection to process information visually, while girls reflect a preference to process information auditorally. Cautions against relying on isolated components such as hemispheric dominance or laterality during the identification and correction of reading problems. (FL)
Descriptors: Aural Learning, Cerebral Dominance, Cognitive Processes, Cultural Influences
