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Bjorklund, David F.; And Others – Perceptual and Motor Skills, 1978
Thirty-nine fourth grade children exposed to a haptic (active touch) match-to-sample task made significantly fewer post-test errors, relative to control subjects, on a visual problem-soving task. (Author/PHR)
Descriptors: Elementary Education, Exceptional Child Research, Learning Modalities, Problem Solving
Broski, David C. – 1974
The comprehension of rate-altered recordings by 30 learning disabled children (7- to 10-years-old) was investigated in an attempt to determine whether providing instruction by way of an advantaged modality would result in more effective learning. Ss were divided into two groups, auditory and visual, on the basis of identified communication channel…
Descriptors: Aural Learning, Exceptional Child Research, Learning Disabilities, Learning Modalities

MacDougall, J. C. – American Annals of the Deaf, 1979
An experiment, involving 37 deaf and 36 hearings Ss (aged 10-12 and 15-18 years), was conducted to determine the role of visual and auditory processing in deaf and hearing children using a short-term memory paradigm. (Author/SBH)
Descriptors: Aural Learning, Cognitive Processes, Deafness, Elementary Secondary Education

Rudel, Rita G.; Denckla, Martha B. – Journal of Learning Disabilities, 1976
Descriptors: Age Differences, Elementary Education, Exceptional Child Research, Intelligence Quotient

Newcomer, Phyllis L.; Goodman, Libby – Journal of Special Education, 1975
Descriptors: Auditory Perception, Aural Learning, Elementary Education, Exceptional Child Research
Kampwirth, Thomas J.; Bates, Marion – Academic Therapy, 1980
The article reviews 22 studies concerned with learning disabled children under 10 years old in which there was a clear attempt to compare auditory and visual modality preferenes to visual and/or auditory methods of teaching words or other written verbal symbols. (PHR)
Descriptors: Aural Learning, Elementary Secondary Education, Exceptional Child Research, Learning Disabilities
Wolf, Judith M.; McAlonie, Mary Lynne – 1975
A language training approach employing a multimodality receptive language program was used with eight retarded preschool children to increase receptive language development and to stimulate verbal (expressive) language behavior. Day activity center teachers worked with the Ss three times weekly for 7 months using the Minnesota Early Language…
Descriptors: American Sign Language, Day Care Centers, Exceptional Child Research, Expressive Language