Discusses some of the relevant research and concludes that if reading is considered as one avenue of learning then other modes should be given equal status. (TO)

Paper delivered at the Eleventh Annual Southern Conference on Slavic Studies, University of Miami, October 13, 1972. (DD)

Author examines the close relationship between music and dance and life styles in different cultural traditions. (Author/RK)

Results suggest that Ss store some of the auditory and visual information in modality-dependent memory systems and that storage order determines recall accuracy. (Author)

Results indicate that the RCR (rehearsal-of-the-correct-alternative response) plays an important role such that when the RCR is inhibited, performance is reduced. (Authors/CB)

Discusses the multi-modal approach to basic-level reading instruction and methods by which the teaching of reading skills can take place in a multi-modal context. Identifies the philosophical view of adult reading-skill acquisition which serves as the foundation of the program. (JOW)

The author considers reasons for the time delay between research findings and classroom application, examines research on teaching math and spelling to the learning disabled (LD) student, and reviews the status of the controversy over process or modality training for LD students. (CL)

Picture fading methods previously demonstrated to be effective with moderately and severely retarded individuals were used to teach 12 sight words to two learning disabled students (ages 8 and 10). (Author)

One hundred seventy gifted and average junior high students were administered the Learning Style Inventory (LSI) to identify how students prefer to learn. Gifted Ss were more persistent, tolerated the presence of sound, and preferred learning alone to a greater extent than average Ss. (CL)

Describes three experiments conducted to examine the superior retention of related word pairs when the second word in the pair required active construction by the subject. The results confirm the importance of subjects' checking solution adequacy and of associative relationships in recall. (PMJ)

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)

Investigated whether or not spatial relational concepts could be taught to preschool children. Specifically examined the relative effectiveness of movement-oriented vs. verbal visual-oriented spatial training programs. (Author/SB)