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Auditory Synthesis and Dichotic Listening in Children with Learning Disabilities
Peer reviewed Peer reviewed
Conners, C. Keith; And Others – Journal of Special Education, 1969
Descriptors: Aural Learning, Elementary Education, Exceptional Child Research, Learning Disabilities
Selective Auditory Attention Abilities of Learning Disabled and Normal Achieving Children.
Peer reviewed Peer reviewed
Cherry, Rochelle Silberzweig; Kruger, Barbara – Journal of Learning Disabilities, 1983
Selective auditory attention skills of 21 learning disabled children as compared with the performance of 23 normal achievers (seven- to nine-years-old) were examined. Performance of the LD children was affected more than normal achievers under all distractor conditions. (Author/CL)
Descriptors: Attention Control, Auditory Perception, Aural Learning, Elementary Education
Do Language-Learning Disabled Children (L/LDs) Have Impaired Memories? In Search of Underlying Processes.
Peer reviewed Peer reviewed
Ceci, Stephen J.; And Others – Journal of Learning Disabilities, 1981
The role of memory deficits in learning disabilities (LD) was examined. It is argued that a shift in emphasis is necessary from standardized test results to the processes which underpin performance on such tests. (Author)
Descriptors: Aural Learning, Elementary Education, Language Handicaps, Learning Disabilities
Visual and Auditory Matching in Learning Disabled and Normal Children.
Peer reviewed Peer reviewed
Zendel, I. H.; Pihl, R. O. – Journal of Learning Disabilities, 1983
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)
Descriptors: Aural Learning, Elementary Education, Learning Disabilities, Learning Modalities
Effects of Stimulus-Onset Asynchrony on the Dichotic Performance of Children with Auditory-Processing Disorders.
Peer reviewed Peer reviewed
Tobey, Emily A.; And Others – Journal of Speech and Hearing Research, 1979
Dichotic stop-consonant-vowel identification was investigated in two experiments using two groups of learning-disabled children, demonstrating clinical manifestations of auditory-processing disorders, and two groups of matched, control Ss (eight to ten years old). (Author)
Descriptors: Aural Learning, Elementary Education, Exceptional Child Research, Learning Disabilities
Effects of Input Organization on Auditory Short-Term Memory
Peer reviewed Peer reviewed
Ring, Barbara C. – Journal of Learning Disabilities, 1976
Descriptors: Aural Learning, Elementary Education, Exceptional Child Research, Learning Disabilities
Auditory-Visual and Temporal-Spatial Pattern Matching Performance of Two Types of Learning-Disabled Children.
Peer reviewed Peer reviewed
Hatchette, Robert K.; Evans, James R. – Journal of Learning Disabilities, 1983
Results indicated a significant difference between the 18 normal readers and the 36 learning-disabled readers on tasks matching auditory temporal to visual-spatial and auditory-temporal to visual-temporal but not on the visual-temporal to visual-spatial task. Results were interpreted in terms of learning-disabled readers being deficient in…
Descriptors: Aural Learning, Elementary Education, Learning Disabilities, Learning Processes
Effect of Modality of Instruction on the Learning of Meaningful and Nonmeaningful Material by Auditory and Visual Learners
Peer reviewed Peer reviewed
Newcomer, Phyllis L.; Goodman, Libby – Journal of Special Education, 1975
Descriptors: Auditory Perception, Aural Learning, Elementary Education, Exceptional Child Research
Reading Achievement and the Ability to Manipulate Visual and Auditory Stimuli.
Peer reviewed Peer reviewed
Amoriell, 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
Auditory Highlighting as a Strategy for Improving Listening Comprehension. Auditory Learning Monograph Series 2.
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Fleming, James W. – 1974
Fifty-eight students (in grades 5 and 6) of average or near-average intelligence (who were reading 2 or more years below their normal expected level and who learned best through the auditory modality) took part in a study to evaluate the following areas: the effectiveness of two auditory highlighting procedures for increasing listening…
Descriptors: Aural Learning, Elementary Education, Exceptional Child Research, Individual Differences
Story Comprehension as a Function of Modality and Reading Ability.
Peer reviewed Peer reviewed
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