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Direct linkLiu, 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
Download full textORR, DAVID B. – 1967
THE EFFECT OF USING SIMULTANEOUS BIMODAL INPUTS ON THE COMPREHENSION OF CONNECTED DISCOURSE FOR IMPROVING THE READING AND LISTENING SKILLS OF EDUCATIONALLY MENTALLY RETARDED CHILDREN WAS STUDIED. SUBJECTS WERE STUDENTS BETWEEN THE AGES OF 12 YEARS, 11 MONTHS AND 17 YEARS, 11 MONTHS WHOSE MEASURED INTELLIGENCE WAS BETWEEN 54 AND 86. THE STUDENTS…
Descriptors: Aural Learning, Mild Mental Retardation, Multisensory Learning, Reading Achievement
Peer reviewedBradtmueller, Weldon G. – Journal of the Association for the Study of Perception, 1979
Compressed speech research indicates that auditory aids may help poor readers. Low achieving sophomores were given the option of listening to tapes of their social studies text while reading. Results are presented on numbers choosing to use the tapes and those whose test scores improved. (SJL)
Descriptors: Audiotape Recordings, Aural Learning, High Schools, Learning Modalities
Bursuk, Laura – 1971
The comparative effectiveness of correlated listening-reading and reading-only comprehension lessons was studied using high school retarded readers with varying sensory modality learning preferences. Over a one-semester period, comparable lessons were taught to two groups matched for IQ, age, reading grade level, and freedom from sensory defects.…
Descriptors: Aural Learning, Learning Modalities, Learning Processes, Multisensory Learning
