The tactile-kinesthetic approach to spelling provides a practical teaching device for use with both disabled learners and moderately poor spellers who need to learn a technical or professional vocabulary. This multisensory approach to learning teaches to the student's strengths and places emphasis on finger contact, muscle movement, saying and…

Described is a project that seeks to develop a new instructional approach that meets the needs of potential highschool dropouts with learning disorders in an attempt to help them acquire necessary levels of competence in the areas of English, mathematics, and science. The project is based on the Elementary and Secondary Education Act Title III.…

Reports on the successful use of a modified Fernald technique with second graders using colored chalk on the blackboard. (MKM)

The theory that an individual's haptic and kinesthetic senses, coupled with the visual and auditory senses, are more efficient in transmitting meaningful information to the brain than using the visual and auditory senses alone was illustrated with a class of 10 handicapped (including emotionally disturbed, learning disabled, and culturally…

This case study describes different traditional and sensory approaches to reading which were tried unsuccessfully with Jim, a third-grade nonreader, until a breakthrough was made by teaching him Exact English Signing. The author speculates that other techniques, such as braille, might also help the learning disabled. (SJL)

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)

Of the 39 millions Americans with learning disabilities, 60-80% have reading disabilities. Describes techniques that libraries can use in literacy programs: screening of phonological awareness and skills; tutor training with the Orten-Gillingham method, a structured, systematic, multisensory program developing the ability to hear phonemes; and the…

The study found that college students with learning disabilities given a remedial summer reading program using the Orton-Gillingham multisensory alphabetic phonetic approach achieved statistically significant gains when compared to groups receiving a nonphonetic intervention or receiving no intervention. (Author/DB)

The author first reviews traditional approaches to classroom spelling instruction, then presents research on remedial spelling instruction for learning disabled children. Section I considers factors which make spelling harder than reading, the history of traditional spelling instruction from Colonial times to the 1950s, the generalization…

The multimodal/multisensory interactive unit instructional approach affords teachers and students 16 instructional formats for interaction, differing from other multisensory models in that learner characteristics are neither assigned nor assumed. A case study of an 11-year-old indicated that this approach helped to organize a teaching sequence to…

Offers various ways in which children with learning disabilities can be helped. (RB)

Presents a program for preschool and primary children with special learning difficulties and dyslexia, the emphasis being on the manipulation of concrete multisensory stimuli and didactic materials as the avenue to learning. Describes both the hard- and soft-ware used in the program. (VJ)

This review of 38 studies on spelling interventions designed for students with learning disabilities who are poor spellers found that nearly all "systematic" techniques can be effectively employed. Study interventions consisted of four types: instructional procedures (such as imitation modeling and analogy training), computer-assisted instruction,…