Based on a thesis submitted to the Graduate School of Purdue University by the first author. (Author)

Results indicated no interaction between modality preference and reading method. The visual method of teaching resulted in higher achievement regardless of modality preference; however, children with an auditory modality preference were generally superior in achievement compared to those with a visual preference. (Author)

Concludes that the Slingerland Screening Tests were reliable and useful in locating primary school children who were experiencing reading difficulties and were in need of individual attention. (FL)

Discusses how an individual's visual system processes cues to motion in depth. A theoretical model of the operations of the visual system that underlie the perception of motion in depth is included. (HM)

An outline of seven important steps for teaching vocabulary development includes components of language development, visual memory, visual-auditory perception, speeded recall, spelling, reading the word in a sentence, and word comprehension in written context. (JN)

Results as a whole did not support the hypothesis that poor readers show deficits in selective attention relative to age-matched normal readers. (RH)

Presents a language processing model that distinguishes four functional components of reading and listening: feature detection, primary recognition, secondary recognition, and rehearsal and recoding. Uses the model to describe and incorporate some recent research. (GT)

Provides instructions for constructing an Ames window tunnel, a device that illustrates illusion and perception. (CS)

This research was designed to measure the abilities of black and white students in determining the race and status of a speaker. Forty black and white college undergraduates listened to a tape recording of 24 voices and were asked to distinguish sex, race, and status of speaker. The hypothesis that black students would be more skillful at this…

Two experiments studied the impact of the nature of information available at different processing levels on differences in haptic (tactile) and in visual, free classification development. Found that exploration characteristics (involving simultaneous versus independent processing of stimulus dimensions) and presentation of the stimulus dimensions…

Four experiments tested the hypothesis that the importance of linguistic labels for young children's conceptual organization stems from a privileged processing status of auditory input over visual input. Findings indicated that when auditory and visual stimuli were presented separately, 4-year-olds were likely to process both kinds of stimuli,…

Comparison of 80 beginning first graders, half receiving phonics instruction and half receiving whole word instruction, found, for both groups, those above grade level in reading excelled in phonological recoding and application of grapheme-phoneme correspondence rules while those below grade level applied visual-orthographic knowledge more than…