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Auditory Synthesis and Dichotic Listening in Children with Learning Disabilities
Peer reviewed Peer reviewed
Conners, C. Keith; And Others – Journal of Special Education, 1969
Descriptors: Aural Learning, Elementary Education, Exceptional Child Research, Learning Disabilities
Modality Preference and the Learning of Sight Words
Peer reviewed Peer reviewed
Foster, Glen G.; And Others – Journal of Special Education, 1976
Descriptors: Aural Learning, Elementary Education, General Education, Learning Modalities
Effects of Training Auditory Sequential Memory and Attention on Reading.
Peer reviewed Peer reviewed
Klein, Pnina S.; Schwartz, Allen A. – Journal of Special Education, 1979
The study, involving 92 second and third graders with deficits in reading and auditory sequential memory (ASM), examined the possibility of improving ASM through training and the relationship between this training and reading ability. (Author/CL)
Descriptors: Auditory Training, Aural Learning, Elementary Education, Exceptional Child Research
Effect of Modality of Instruction on the Learning of Meaningful and Nonmeaningful Material by Auditory and Visual Learners
Peer reviewed Peer reviewed
Newcomer, Phyllis L.; Goodman, Libby – Journal of Special Education, 1975
Descriptors: Auditory Perception, Aural Learning, Elementary Education, Exceptional Child Research
Modality Strengths and Aptitude-Treatment Interaction
Peer reviewed Peer reviewed
Lilly, M. Stephen; Kelleher, John – Journal of Special Education, 1973
Fifty-seven learning disabled or emotionally disturbed students, 8- to 12-years-old, IQ, 80-129, were given a visual and an auditory memory test to obtain reliability data on the two tests, and to determine the relationship of the tests to the children's reading and listening behavior. (MC)
Descriptors: Auditory Tests, Aural Learning, Correlation, Elementary School Students
Auditory Recall of Conceptually, Phonetically, and Linguistically Similar Words by Normal and Learning-Disabled Children.
Peer reviewed Peer reviewed
Swanson, Lee – Journal of Special Education, 1979
The effect of auditory free recall on four lists of monosyllabic word ensembles was studied in 10 learning-disabled and 10 nondisabled first grade boys. (Author/PHR)
Descriptors: Aural Learning, Conceptual Schemes, Cues, Exceptional Child Research