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Deaf Students' Learning from Captioned Instruction: The Relationship between the Visual and Caption Display.
Peer reviewed Peer reviewed
Nugent, Gwen C. – Journal of Special Education, 1983
The study examined the relationship between and instructional effectiveness of visuals and captions in videotape/film instruction for 32 hearing-impaired students (10-14 years old). Results showed that scores of students viewing visuals plus captions were significantly higher than those of students seeing either visuals or captions alone.…
Descriptors: Captions, Deafness, Visual Learning
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
A Review of Research on Picture Reading Skills of Developmentally Disabled Individuals.
Peer reviewed Peer reviewed
Lignugaris/Kraft, Benjamin; And Others – Journal of Special Education, 1988
The article defines the component skills required to learn effectively from pictures, and reviews research on the development of those skills with developmentally disabled individuals. (Author/DB)
Descriptors: Developmental Disabilities, Elementary Education, Learning Processes, Meta Analysis
Manipulating Visual Feedback in Word Acquisition Behavior in TMR Subjects
Peer reviewed Peer reviewed
Jackson, Merrill S. – Journal of Special Education, 1977
Descriptors: Elementary Education, Exceptional Child Research, Feedback, Mental Retardation
The Influence of Verbal Labelling on the Retention of Picture Stimuli: An Alternative Viewpoint
Peer reviewed Peer reviewed
Davies, Graham M. – Journal of Special Education, 1971
The author presents experiemental evidence that visual coding is a significant factor in human memory, and examines evidence for the trace modality theory which states that recognition can only be mediated via the modality in which original material was encoded. (GW)
Descriptors: Memory, Nonverbal Learning, Recall (Psychology), Research Reviews (Publications)
Discrimination of Letter Combinations in Good and Poor Readers
Peer reviewed Peer reviewed
Lahey, Benjamin B.; Lefton, Lester A. – Journal of Special Education, 1976
Descriptors: Discrimination Learning, Elementary Education, Exceptional Child Research, Learning Disabilities
Comprehension of Directional Concepts as a Function of IQ and Sensory Modality of Task Presentation
Peer reviewed Peer reviewed
Powers, Thomas E.; Jacob, Saied H. – Journal of Special Education, 1976
Descriptors: Elementary Education, General Education, Intelligence Quotient, Learning Modalities
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
The Relationship of Selected Visual-Perceptual Abilities to School Learning
Peer reviewed Peer reviewed
Larsen, Stephen C.; Hammill, Donald D. – Journal of Special Education, 1975
Reviewed are findings from 60 research studies investigating the relationship of visual discrimination, spatial relations, memory, and auditory-visual integration to school learning. (Author/CL)
Descriptors: Academic Achievement, Exceptional Child Research, General Education, Learning Disabilities
Visual Displays to Increase Comprehension of High School Learning-Disabled Students.
Peer reviewed Peer reviewed
Darch, Craig; Eaves, Ronald C. – Journal of Special Education, 1986
When learning-disabled high school students (N=22) were taught about astronomy by either presenting key concepts with a visual spatial display or by presenting concepts with texts, tests measuring short-term mastery of content favored students taught with the visual display. No differences were found between the groups on transfer or maintenance.…
Descriptors: Comprehension, Display Aids, High School Students, High Schools