In mathematics, there is conceptual and procedural knowledge. Conceptual knowledge is about ideas or mathematics understanding but procedural knowledge is about procedure to solve mathematics problems. Multisensory approach involve many senses like kinaesthetic, visual and auditory to gain knowledge. This research aims to find information about…

This article explores the advantages and limitations of using the interactive whiteboard to enhance teaching and learning. The author observed two teachers use it and discusses their feelings about it. Also included is a discussion of previous research on this technological tool.

The study employed the use of field reversals--printing white and yellow foregrounds on a black background--to decrease the amount of light reflected from printed materials to the eye with 18 visually impaired children (9-14 years old). The findings indicated that neither reversals in contrast nor chromaticity differences were effective measures…

Findings revealed significant correlations between all three measures of visual motor development as well as those measures and the Wechsler Intelligence Scale for Children-Revised Performance IQ. The VMI-Revised appeared appropriate for measuring paper/pencil fine motor aspects of visual perceptual development in children. (CL)

An exploratory study involving three learning disabled students suggested that semantic maps, a visuospatial strategy in which concepts are linked, promoted reading comprehension. (CL)

Research on visual and phonological coding in reading words for meaning is reviewed, and two studies are described that examined the word processing of skilled and less skilled elementary school readers. Findings revealed support for previous studies stressing the importance of the automatic nature of reading skills. (CL)

Visual scanning patterns were investigated in 32 children (mean age 9.8 years) referred for hyperactivity in a double blind crossover comparison of methylphenidate and placebo treatments. Results suggested that the stimulant drug may increase attentional selectivity even when such a shift fails to produce improvement in task performance. (Author)

A study involving 119 fifth graders indicated that the "Durrell Visual Memory of Words: Intermediate" measures auditory-visual integration rather than being a pure measure of visual memory, as is purported. (CL)

A vision evaluation and enhancement program was used with 59 elementary multihandicapped students to prevent future problems in educational and social development. Ss with eye-movement difficulties, eye-hand coordination problems and/or difficulty in visual perception skills improved after program participation. (CL)

Advocates the use of the whole language method in writing instruction to emphasize communication rather than mechanical correctness in writing. Discusses the following whole language techniques: having children see themselves as authors, using predictable books, encouraging inventive spelling, and using and displaying student work. (DMM)

Multivariate analyses, followed by univariate tests, indicated that the normal children increased in sustained attention efficiency with age to both visual and auditory stimuli. Hyperactive children (9-14 years old) increased in sustained attention efficiency with age to auditory but not visual stimuli. (Author)

Ways are suggested in which visually appealing information, such as art and artifacts, newsprint, and everyday products, can stimulate interest in, and study of, economics as a vital social science. (CJ)

To test the suggestion that a deficit in selective attention is characteristic of learning disabled (LD) but not hyperactive (H) children, 72 students (12 LDH, 12 H, and 36 normal Ss) were timed on visual search tasks. (Author)

The role of memory deficits in learning disabilities (LD) was examined. It is argued that a shift in emphasis is necessary from standardized test results to the processes which underpin performance on such tests. (Author)

Able mathematics students had better short-term memory than mathematics disabled students; they recalled best when information was presented aurally, while poorer math students recalled better with visual presentations. (JD)