This study evaluated the effect of sound-symbol association training on visual and phonological memory in children (n=24) with a history of dyslexia. Comparison with controls matched for either age or reading level found children with dyslexia or whose dyslexia had been compensated demonstrated a variety of visual and phonological memory deficits,…

Significant visual and visual-perceptual problems must be identified in the early school years to save unnecessary stress, frustration, and anxiety. Classroom diagnosis using formal and informal measures can lead to referral to developmental or functional optometrists. (CL)

Studies involving 30 learning-disabled elementary students support the contention that reading comprehension difficulties among learning-disabled children are partly due to inefficient memorization strategies, and demonstrate the efficacy of practical, cost-effective mnemonic training procedures which significantly increase reading comprehension…

Scores on the Picture Arrangement subtest of the Wechsler Intelligence Scale for Children-Revised of 41 eight-year-olds referred for academic learning difficulties were analyzed. Results suggested that visual sequencing skills and language development skills are necessary prerequisites for reading and spelling. (CL)

Reports on part of a larger study that seeks to determine visual screening needs as they apply to reading, learning, and classroom environment. Concludes that, when carefully interpreted, an analysis of eye motion in the reading act can supply important information for teachers and parents. (MG)

Presents mathematics activities focusing on explorations in the environment that include visual or geometric components. (ASK)

Observation of two students from nondominant cultures demonstrated the role of social and visual learning in the classroom as children watched each other for direction. The need for appropriate visual cues and for structure was apparent. (SK)

The current experiment compared the development of encoding preferences in learning disabled children and non-disabled children. Both learning disabled (LD) and non-learning disabled (non-LD) boys from grades 2 and 6 were given a false recognition task. To measure the relative dominance of attributes encoded by the two groups at the two ages,…

Knowledge of how children "read" television pictures can provide understanding of how powerful a tool television is for teaching and learning. It affects the images viewers have of themselves and of the world. Turning off television is not only turning off experiences but also turning off opportunities for learning as well as preventing youngsters…

Compared was the visual memory of 18 deaf and 18 normal hearing children (7- to 12-years-old). Ss' visual discrimination and visual memory were tested with filmstrip materials from Project LIFE (Language Improvement to Facilitate Education). Time scores and error scores were used to measure the performances of both groups. Results showing that…

In an examination of the validity of the Visual Closure subtest of the Illinois Test of Psycholinguistic Abilities, 94 learning disabled students (mean age 9 years) were administered three visual measures. (CL)

Presents a model for visual learning and describes an approach to skills instruction which aids students in using atlases. Maintains that teachers must help students see atlases as tools capable of providing useful information rather than experiencing atlas learning as an empty exercise with little relevance to their lives. (JDH)

Reports that no significant relationships were found between the selected visual perceptual, visual motor, and inter-sensory integration skills and reading achievement. (TO)

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)

Eight-year-old children were trained on length or weight relationships between adjacent members of a five-item series of colored objects. Visual feedback was provided. Results indicated more salient visual feedback reduced learning effort for length but not for weight comparisons. Encoding differences found in another experiment were used to…