From the very first moments of their lives, infants selectively attend to the visible orofacial movements of their social partners and apply their exquisite speech perception skills to the service of lexical learning. Here we explore how early bilingual experience modulates children's ability to use visible speech as they form new lexical…

Categories are fundamental to everyday life and the ability to learn new categories is relevant across the lifespan. Categories are ubiquitous across modalities, supporting complex processes such as object recognition and speech perception. Prior work has proposed that different categories may engage learning systems with unique developmental…

This paper is a report on a decade of teaching visual literacy at the American University (Washington, D.C.). Visual literacy is defined as an awareness that comes with appropriate development of basic visual and aural competencies. The 15 reasons for studying visual literacy are perception, drawing, expression, brain awareness, design elements,…

Analysis of the data showed no significant correlation between scores from the two modalities, indicating that knowledge of a person's ability to understand speech in one system provides little information about the same person's ability to understand speech in the other. (Author/CL)

To determine the effectiveness in spelling instruction of using only the auditory sensory mode as compared to using both the visual and auditory modes when children check their own tests, students in grades 4 and 6 completed three experimental lessons and three control lessons. For the experimental lessons, an overlay was prepared which enabled…

A resume of the courses taught by the Centre for film and television education at all levels of education. It is also valuable for the training of visual perception in general. (Author/HB)

Results indicated no interaction between modality preference and reading method. The visual method of teaching resulted in higher achievement regardless of modality preference; however, children with an auditory modality preference were generally superior in achievement compared to those with a visual preference. (Author)

A study examined how children visualize, draw, and make inferences about story content presented either aurally on tape or as an animated film. Audio versions of the story were manipulated to include short descriptions, in either literal or nonliteral language, directly analogous to the film's visual depiction at four points in the story. These…

The "visual world paradigm" typically involves presenting participants with a visual scene and recording eye movements as they either hear an instruction to manipulate objects in the scene or as they listen to a description of what may happen to those objects. In this study, participants heard each target sentence only after the corresponding…

One hundred and sixty-six second graders were administered the Illinois Test of Psycholinguistic Abilities (ITPA) and a visual and auditory memory test. Intraindividual discrepancies between a child's performance on comparable visual and auditory measures served to identify him as a visual or an auditory learner. Significantly more 5-year-old…

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…

Deficiencies in spelling ability are present in varying degrees among elementary and secondary school students. Often these deficiencies are accompanied by related reading difficulties. As a means of combating spelling difficulties and thereby also of combating reading difficulties, it is suggested that the visual-auditory-kinesthetic-tactile…

A movement therapist reviews ways in which a perceptuo-cognitive approach can help handicapped children in learning and in social adjustment. She identifies specific auditory problems (hearing loss, sound-ground confusion, auditory discrimination, auditory localization, auditory memory, auditory sequencing), visual problems (visual acuity,…

Described is a structured, team-teaching, developmental approach for use with multiply handicapped children between the ages of 3 and 7. The program is explained to be child-centered, to involve individualized work and small group lessons, and to use the unit approach. Task analysis and developmental sequencing of skills are performed for each of…