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| Journal of Learning… | 3 |
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| Blau, Harold | 1 |
| Cornoldi, Cesare | 1 |
| Loveless, Eugene J. | 1 |
| Marconato, Fabio | 1 |
| Molin, Adriana | 1 |
| Montinari, Cinzia | 1 |
| Samuels, S. Jay | 1 |
| Venneri, Annalena | 1 |
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| Journal Articles | 3 |
| Reports - Descriptive | 3 |
| Reports - Evaluative | 1 |
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Peer reviewedBlau, Harold; Loveless, Eugene J. – Journal of Learning Disabilities, 1982
A revised concept of multimodality, multisensory instruction which minimizes the visual modality is suggested to deal primarily with the severe spelling difficulties of the dyslexic and of others with a similar language problem. (Author/SW)
Descriptors: Dyslexia, Elementary Secondary Education, Remedial Instruction, Spelling Instruction
Peer reviewedCornoldi, Cesare; Venneri, Annalena; Marconato, Fabio; Molin, Adriana; Montinari, Cinzia – Journal of Learning Disabilities, 2003
An 18-item "Shortened Visuospatial Questionnaire" (SVS) was validated twice, first by verifying that children (ages 8-13) identified with the SVS questionnaire as having visuospatial learning disability (VSLD) (n=54) actually showed visuospatial deficits on psychometric evaluation, and second, by rating with the SVS a clinically identified…
Descriptors: Disability Identification, Elementary Education, Learning Disabilities, Questionnaires
Peer reviewedSamuels, S. Jay – Journal of Learning Disabilities, 1987
A major focus in reading difficulty is lack of automaticity in decoding, which overloads the attentional system, leads to the use of small, meaningless visual processing units such as the individual letter, places heavy demands on short-term memory, and interferes with comprehension. Techniques for diagnosis and remediation are noted. (Author/JW)
Descriptors: Attention, Cognitive Processes, Decoding (Reading), Elementary Secondary Education
