NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 5 results Save | Export
Auditory, Visual, and Cross-Modal Temporal Processing Skills among Chinese Children with Developmental Dyslexia
Peer reviewed Peer reviewed
Direct linkDirect link
Liu, Sisi; Wang, Li-Chih; Liu, Duo – Journal of Learning Disabilities, 2019
The present study examined whether temporal processing (TP) is associated with reading of a non-alphabetic script, that is, Chinese. A total of 126 primary school-aged Chinese children from Taiwan (63 children with dyslexia) completed cross-modal, visual, and auditory temporal order judgment tasks and measures of Chinese reading and…
Descriptors: Foreign Countries, Learning Modalities, Children, Dyslexia
Visual and Auditory Matching in Learning Disabled and Normal Children.
Peer reviewed Peer reviewed
Zendel, I. H.; Pihl, R. O. – Journal of Learning Disabilities, 1983
It was found that although learning disabled elementary children did more poorly than normal children at tasks involving intersensory and intrasensory matches, the psychological processes related to performance were, with one exception, similar between groups. (Author/CL)
Descriptors: Aural Learning, Elementary Education, Learning Disabilities, Learning Modalities
Relationship of IQ and Reading Score to Visual, Spatial, and Temporal Matching Tasks
Peer reviewed Peer reviewed
Rudel, Rita G.; Denckla, Martha B. – Journal of Learning Disabilities, 1976
Descriptors: Age Differences, Elementary Education, Exceptional Child Research, Intelligence Quotient
The Write-Say Method for Improving Spelling Accuracy in Children with Learning Disabilities.
Peer reviewed Peer reviewed
Kearney, Christopher; Drabman, Ronald S. – Journal of Learning Disabilities, 1993
Seven students (ages 10-13) with learning disabilities were introduced to the write-say method, which provides immediate visual and auditory feedback following the administration of a daily spelling test. Compared to studying words on one's own, the write-say method significantly enhanced subjects' spelling accuracy in a brief period of time.…
Descriptors: Aural Learning, Error Correction, Feedback, Instructional Effectiveness
Bimodal Reading: Benefits of a Talking Computer for Average and Less Skilled Readers.
Peer reviewed Peer reviewed
Montali, Julie; Lewandowski, Lawrence – Journal of Learning Disabilities, 1996
Eighteen average readers and 18 less-skilled readers (grades 8 and 9) were presented with social studies and science passages via a computer either visually (on screen), auditorily (read by digitized voice), or bimodally (on screen, highlighted while being voiced). Less-skilled readers demonstrated comprehension in the bimodal condition equivalent…
Descriptors: Artificial Speech, Computer Assisted Instruction, Content Area Reading, Instructional Effectiveness