Event-related Potentials (ERPs) were recorded to both auditory and visual stimuli from the scalps of nine autistic males and nine normal controls (all Ss between 12 and 22 years of age) to examine the differences in information processing strategies. Ss were tested on three different tasks: an auditory missing stimulus paradigm, a visual color…

LANGUAGE LEARNING EMPHASIZING THE IMPORTANCE OF AUDITORY FACTORS IN READING WAS SURVEYED. THE AUDITORY-TO-VISUAL SYMBOL SYSTEM ASSOCIATION IS DEFINED AS THE ABILITY TO ASSOCIATE SOUND LABELS WITH VISUAL LABELS (AND VICE VERSA) ON A GESTALT WHOLE-WORD BASIS AND ON A PHONEME-GRAPHEME ANALYTIC-SYNTHETIC BASIS. THE DECODING (READING) AND ENCODING…

Tests whether aural discrimination is significantly better when visual-spatial stimuli are paired with melodic phrases. Results suggest that the use of visual clues paired with melodies is generally an effective aid to aural discrimination among fourth-grade subjects. Recommends further research on the use of different visual stimuli. (LS)

This study was divided into two parts: the primary purpose of the visual discrimination study was to examine the relationship between four rebus sizes and discriminability; and the primary purpose of the auditory visual association study was to examine the relationship between four sizes of rebus symbols and the ability to associate them with…

Following a review of the literature on responses of autistic persons to environmental stimulation, three experiments are detailed which examine the relationship between modality preference and rate of acquisition of a discrimination task. First, seven autistic children's preference for colored lights and/or simple tones was assessed in a sensory…

THE ABILITY OF SECOND GRADERS TO PRODUCE TACHISTOSCOPICALLY PRESENTED LETTER SEQUENCES AND DISCRIMINATE AND VOCALLY REPRODUCE AUDITORILY PRESENTED WORDS WAS STUDIED IN THREE EXPERIMENTS. THE READING DISABILITY GROUP WAS FOUND TO BE SIGNIFICANTLY AND CONSISTENTLY INFERIOR TO THE CONTROL GROUP IN REPRODUCING THE VISUALLY PRESENTED LETTER SEQUENCES…

Compares auditory/visual practice to visual/motor practice in spelling with seven elementary school learning-disabled students enrolled in a resource room setting. Finds that the auditory/visual practice was superior to the visual/motor practice on the weekly spelling performance for all seven students. (MG)

The purpose of this study was to test the effectiveness ot two training sequences designed to increase auditory discrimination in preschool educationally disadvantaged children. Auditory discrimination is important because, among other reasons, studies have shown the existence of a high positive correlation between a child's ability to listen and…

The booklet outlines ways to help children with learning disabilities in specific subject areas. Characteristic behavior and remedial exercises are listed for seven areas of auditory problems: auditory reception, auditory association, auditory discrimination, auditory figure ground, auditory closure and sound blending, auditory memory, and grammar…

The Auditory Discrimination in Depth (ADD) program, an oral-motor approach to beginning reading instruction, causes students to become aware of the oral-facial characteristics of phonemes by calling conscious attention to the motor characteristics of each sound. This aspect of phoneme production is connected to visual and auditory cues to provide…

Designed for the individualized instruction of non-mainstream (non-standard) dialect bearing students from middle school through secondary, this instructional packet attempts to develop flexibility in language whereby the dialect bearer will be able to assimilate the mainstream (standard) forms and phonology into his own idiolect without…

Reports the results of a study of 7- to 11-year-old boys (n=100) designed to explore the use of visual and auditory information in learning to spell. Results showed that only with 10- and 11-year-olds did visual information produce better results than auditory presentation alone. (JDH)

Papers included are the following: aspects of mobility in the blind by J.A. Leonard; the development and analysis of tactual measures of intelligence for the adolescent and adult blind, a summary of a doctoral dissertation by Eoline Christine Cull; an investigation of human visual information transmission, a doctoral dissertation by Ronald Joseph…

The purposes of this handbook, designed as part of the Right to Read Program in Hampton, Virginia, were to provide the middle grade teacher with both a progressive reading skills objectives list with a suggested management system for using these skills in classroom reading instruction and a list of activities which can be used in teacher-directed…

This diagnostic skills checklist enables the methods and materials specialists to note the reading and spelling skills the child has mastered, those skills which are weak or not developed, and those skills which are clearly beyond the child's capability of mastering because of insufficiently developed abilities at lower, prerequisite levels. Also…