Discusses the value of making students visually literate. Stresses the technique of visual rehearsal and offers suggestions for incorporating visual rehearsal activities into the classroom. (FL)

Argues that the use of pictures as a teaching and learning strategy benefits early learners with regard to reference image development and provides helpful information to a student who may be separated from teacher feedback. (KEH)

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

Evaluates the use of self-instructional learning packages using a visual image approach for teaching the technical language of five trade areas to learning handicapped high school students enrolled in regular vocational education classes. (FL)

Describes ways for developing visual imagery in the early childhood education program, preparing children for discrimination learning and reading instruction. (RL)

Compares auditory/visual practice to visual/motor practice in spelling with seven elementary school learning-disabled students enrolled in a resource room setting. Finds that the auditory/visual practice was superior to the visual/motor practice on the weekly spelling performance for all seven students. (MG)

Examines the effects of a tactile and kinaesthetic teaching method on the spelling performance of a special education student. Finds improved accuracy in weekly tests but modest long-term retention when tracing target words with the index finger of the dominant hand. Finds overall improved scores when tracing was combined with dictation. (KEH)