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Peer reviewedKampwirth, Thomas J.; MacKenzie, Karen – Educational Research Quarterly, 1989
The relationship between modality styles and reading achievement was studied for 51 first graders given 2 subtests of the Swassing-Barbe Modality Index, 2 subtests of the Illinois Test of Psycholinguistic Abilities, and 2 tests of nonsense words. There was no significant interaction between modality preference and reading achievement. (SLD)
Descriptors: Auditory Perception, Cognitive Style, Comparative Testing, Elementary School Students
