Utilizes the information processing model of human memory to provide teachers with suggestions for improving the teaching-learning process. Briefly explains and specifies applications of major theoretical concepts: attention, active learning, meaningfulness, organization, advanced organizers, memory aids, overlearning, automatically, and…

Presents results of a study of 11-year-old children's learning mode preferences, reading attainment, and cognitive ability. Reports that holistic thinkers preferred modes corresponding to their verbal imagery style, whereas analytic thinkers were divided across the verbal imagery dimension. Predicts highest achievement for wholist verbalizers and…

This experiment (involving kindergarteners and fourth graders) examined the development of the ability to encode, store, and retrieve verbally-or visually-presented material when the modality of the test stimulus was varied. (JMB)

The instructor's manual considers the inservice training topic of special needs students' learning styles and their implications for regular class teachers. Activities are described to help participants understand modality learning and informal tests to determine modality strengths. Teaching strategies for auditory and visual weaknesses are…

Children with visual or auditory reading disorders and normally achieving children performed visual and auditory recognition tasks, with visual or auditory distractors presented. With distractors, learning disabled groups made more errors and did not improve over trials as much as controls. All groups made more errors when task and distractor were…

Experiment 1 compared 6- and 8-year-old boys in inter- and intramodal matching of fast or slow spatiotemporal patterns with long or short interpattern intervals. Experiment 2 made the same comparisons for 7- and 9-year-old boys using temporal patterns. (Author/JMB)

Discusses the factors which affect the transition children must make between the family's sociocultural context and the often quite different sociocultural context of the school. (MS)

Discusses "conundrum kids," who are intelligent and talented, but struggle and often fail because their learning styles and developmental timetables do not match the materials, methods, or sequences of a standard curriculum. Shows how one student with receptive language problems was helped by language therapy and alternative teaching…

Minilessons are used in a reading clinic and in the classroom to determine if the reading disabled student is best able to learn new words through visual, auditory, or visual motor channels. Language experience stories are also generated along with a writing sample. (CL)

Conducted two experiments to investigate phonological and tactual coding in Braille reading by blind children. Results revealed a phonological effect in blind children's reading of single words. Also direct lexical access, from tactual input, proceeded with the same facility for the blind as does visual input for the sighted. (Author)

A sample of school children, ages 7-11, was given a range of short-term memory tests to determine whether recall was optimised by aural or by visual stimuli presentation. Results showed that for both sexes and for each age group aural presentation was consistently superior to visual. (Author)

Describes visual, auditory, and kinesthetic learning modes and suggests children's literature that corresponds with each mode. Characteristics of students who prefer one of the three modes are given, and examples of children's literature appropriate to each group are provided. (KRN)

As dropout and student disengagement rates reach alarmingly high levels, learning styles theory offers one way to expand teaching methods and curricula to reach more students. Although accommodating individual differences is appealing, nagging doubts and murky research results (detailed in a sidebar) persist. Another sidebar explores culture/style…

Total Physical Response (TPR), developed by James Asher, is defined as a teaching technique whereby a learner responds to language input with body motions. Performing a chant or the game "Robot" is an example of a TPR activity, where the teacher commands her robots to do some task in the classroom. Acting out stories and giving imperative commands…

Questioning why illustrated text is commonly used for children in the absence of significant proof of its usefulness, the present author undertook a study to measure fourth graders' retention of three variations of a story book text. Results indicate illustrations have several effects on retention. (BJG)