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| Reading Difficulties | 3 |
| Visual Learning | 3 |
| Aural Learning | 2 |
| Learning Modalities | 2 |
| Beginning Reading | 1 |
| Cerebral Dominance | 1 |
| Cognitive Processes | 1 |
| Comprehension | 1 |
| Context Clues | 1 |
| Cultural Influences | 1 |
| Dyslexia | 1 |
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| Information Analyses | 3 |
| Journal Articles | 3 |
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Peer reviewedLarrivee, Barbara – Learning Disability Quarterly, 1981
Among conclusions presented by a review of research on modality preference as a method for differentiating beginning reading instruction are that differentiating instruction according to modality preference apparently did not facilitate learning to read. (Author)
Descriptors: Aural Learning, Beginning Reading, Learning Modalities, Reading Difficulties
Peer reviewedStanovich, Keith E. – Annals of Dyslexia, 1985
The article summarizes findings of research on individual differences in reading ability, noting the primary effects of lack of phonological awareness on the ability to phonologically segment, analyze, and synthesize the speech stream. Other sources of individual differences are also addressed: early visual processes, naming processes, context,…
Descriptors: Comprehension, Context Clues, Dyslexia, Individual Differences
Peer reviewedHelfeldt, John P. – Reading World, 1983
Presents evidence to support the premise that boys reflect a predilection to process information visually, while girls reflect a preference to process information auditorally. Cautions against relying on isolated components such as hemispheric dominance or laterality during the identification and correction of reading problems. (FL)
Descriptors: Aural Learning, Cerebral Dominance, Cognitive Processes, Cultural Influences
