The comprehension of rate-altered recordings by 30 learning disabled children (7- to 10-years-old) was investigated in an attempt to determine whether providing instruction by way of an advantaged modality would result in more effective learning. Ss were divided into two groups, auditory and visual, on the basis of identified communication channel…

Presented are observations and suggestions related to the design and expectations of an auditory learning experience with handicapped children. It is explained that comments are based on a 1973-74 project to evaluate auditory instructional materials in which 75 handicapped (blind, retarded, and developmentally disabled) and nonhandicapped…

Described is a system (created by the Great Lakes Region Special Education Instructional Materials Center) for classifying auditory learners and matching them to appropriate auditory learning experiences. The learner classification system outlined utilizes an organizational table that accommodates five learner variables (mental age, chronological…

Ninety educable mentally retarded (EMR) adolescents listened to recorded material with and without oral advance organizers in an evaluation of the effectiveness of instructional techniques derived from subsumption learning theory on their learning and retention of meaningful information. Ss were randomly assigned to either an experimental group,…

Fifty-eight students (in grades 5 and 6) of average or near-average intelligence (who were reading 2 or more years below their normal expected level and who learned best through the auditory modality) took part in a study to evaluate the following areas: the effectiveness of two auditory highlighting procedures for increasing listening…