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)

Indicates that the auditory modality was superior to the visual/written modality in learning and retention. (RB)

Utilizes the information processing model of human memory to provide teachers with suggestions for improving the teaching-learning process. Briefly explains and specifies applications of major theoretical concepts: attention, active learning, meaningfulness, organization, advanced organizers, memory aids, overlearning, automatically, and…

Compares fourth-graders' subtest scores on the Stanford Achievement Test (SAT), the Iowa Test of Basic Skills (ITBS), and the Metropolitan Achievement Test (MAT). Finds right-brain dominant students scored better on four SAT subtests, and left-brain dominant students scored better on four ITBS subtests and two MAT subtests. (NH)

Compares the effects of pictorial representation accompanied by visual-verbal or auditory-verbal information on learning time for high and low reading ability high school students. Neither format showed consistently significant effect on learning time; but the auditory-verbal format consistently required less learning time, and high ability…

Describes the Success in Reading and Writing Program, designed to help students with attention deficit disorders by involving all four language processes. (FL)