The consistency of verbal and/or visual learning strategy and the effects of such strategies on the recall of concrete and abstract prose by third and fourth grade students were investigated. Using a learning strategy screening procedure, students were classified as demonstrating high, medium, or low dominance of verbal or visual learning…

Two studies designed to establish classification procedures and the reliability of a learning strategy screening procedure were conducted, using 184 third and 173 fourth graders from a middle-class suburban school district as subjects. A 10-minute learning strategy screening was administered during which subjects reported which of six generic…

Describes study that examined kindergarten and second grade students' recall of information that had been presented on a computer with varying levels of visual action and verbal labels. Developmental differences in children's use of verbal and visual systems are discussed, and reading ability levels are considered. (29 references) (LRW)