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Auditory, Visual, and Cross-Modal Temporal Processing Skills among Chinese Children with Developmental Dyslexia
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Liu, 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
Visual and Auditory Temporal Processing, Cross-Modal Transfer, and Reading.
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Rose, Susan A.; Feldman, Judith F.; Jankowski, Jeffery J.; Futterweit, Lorelle R. – Journal of Learning Disabilities, 1999
This study reexamined the relationship of auditory and visual cross-modal matching to reading ability in 90 11-year olds. Problems with the methodology of the original study were corrected. Results showed that poor readers had difficulty in perceiving temporal patterns generally and did worse in both cross-modal conditions and intramodal ones.…
Descriptors: Auditory Perception, Intermediate Grades, Multisensory Learning, Reading Ability
An Evaluation of the Dyslexia Training Program: A Multisensory Method for Promoting Reading in Students with Reading Disabilities.
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Oakland, Thomas; Black, Jeffrey L.; Stanford, George; Nussbaum, Nancy L.; Balise, Raymond R. – Journal of Learning Disabilities, 1998
The Dyslexia Training Program, a remedial reading program derived from Orton-Gillingham methods, embodies principles of structured phonetic instruction, drill and repetition, and multisensory methodology. Following the two-year program, dyslexic students (N=22) demonstrated significantly higher reading recognition and comprehension than a control…
Descriptors: Decoding (Reading), Drills (Practice), Dyslexia, Elementary Education
Bimodal Reading: Benefits of a Talking Computer for Average and Less Skilled Readers.
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Montali, Julie; Lewandowski, Lawrence – Journal of Learning Disabilities, 1996
Eighteen average readers and 18 less-skilled readers (grades 8 and 9) were presented with social studies and science passages via a computer either visually (on screen), auditorily (read by digitized voice), or bimodally (on screen, highlighted while being voiced). Less-skilled readers demonstrated comprehension in the bimodal condition equivalent…
Descriptors: Artificial Speech, Computer Assisted Instruction, Content Area Reading, Instructional Effectiveness