The effectiveness of providing tactile-kinesthetic sensory input during reading instruction was investigated in a sample of 60 kinesthetic-preferring first-grade pupils. Children were randomly assigned to a method which was predominantly visual, predominantly auditory, or predominantly kinesthetic. Each child received three 20-minute, individual…

One of the programs included in "Effective Reading Programs...," this program is designed to help primary level children achieve success in language development before a pattern of failure is established. The program began in 1969 and serves 219 first, second, and third graders. The program employs diagnostic measures to identify each…

One of the twelve exemplary programs summarized in the Introduction to Right to Read's "Effective Reading Programs: Summaries of 222 Selected Programs" (CS001934), this program is designed to accommodate all types of learners in the same multigraded classroom. Reading skills study each day begins with a planning circle, where each…

Papers collected in this volume were presented at the Fifth Annual Blumberg Symposium on Research in Early Childhood Education, held at Johns Hopkins University in 1974. Selections include "Alexia" (D. Frank Benson), "Young Children's Expectations for Reading" (Doris R. Entwisle), "Relations between Acquisition of…

This study investigated the effects on reading of matching perceptual strengths of second- and third-grade, below average readers. Experimental groups consisted of 24 predominantly visual and 24 predominantly kinesthetic learners. Gains were significant for experimentals over controls in word recognition and reading comprehension. (Author/BS)

The effects of visual and auditory process training on reading achievement were explored with 24 learning disabled elementary age students assigned to three treatment groups (auditory training and reading group, visual training and reading group, and reading only group). (Author/PHR)

Typical learning style patterns; techniques for managing the variety of learning styles which may exist in a classroom; and ways to address various learning styles in reading, writing, math, and science are outlined. Using educational technology to accommodate students' learning styles is also discussed. (IAH)

Covering everything from day-to-day learning activities to schoolwide goals, this engaging book reviews key topics in literacy instruction for grades 5-12 and provides research-based recommendations for practice. Leading scholars present culturally responsive strategies for motivating adolescents; using multiple texts and digital media;…

This article explains to teachers how they can identify their personal modality strength (auditory, visual, or kinesthetic) and how this orientation affects their classroom style. Techniques are also suggested for providing reading help to auditory, visual, and kinesthetic learners. (SJL)

The Independence (Missouri) School District Title III Project is an inservice program for kindergarten and first grade teachers. The overall objective is to train the teacher to identify the child who needs help in developing the modalities necessary for all learning and for learning to read in particular. In the first year program, 88 teachers…

The Clinton Cassette Project was begun during 1969-70 to find out if children with reading problems could learn their lessons by listening to them on cassette tapes. This project was the first to include setups for individual and group listening in every classroom in an elementary school. Many tapes were produced and duplicated at Clinton School,…

Basic research into the mechanisms and functions of the brain carried out in the past 25 years has provided evidence that humans do, indeed, experience two ways of knowing. More recent research has explored the nature of the apparent perceptual bias--or way of knowing--of each brain hemisphere, and this information, which has changed thinking…

A study of 103 second, third, and fourth grade students investigated relationships among cognitive styles and reading comprehension. Each subject was individually tested using four different instruments to assess four cognitive styles: (1) field-independence/dependence (ability to locate a simple figure--concept--hidden in a complex field), (2)…

The purposes of this study were to analyze the effects of instructional objectives as advance organizers prior to a reading assignment, determine if an advance organizer was more effectively presented with two learning modalities than with one; predict whether vocabulary or readability variables influenced comprehension; and determine whether…