Modality research is of major importance to the field of reading; it has directed attention to three factors: intersensory transfer, intersensory perceptual shifting, and modal preference. This paper provides a critical review of the most pertinent research relating each of these factors to reading achievement. No attempt is made to review studies…

Presents Sylvia Ashton-Warner's (known for the organic education scheme and Key Vocabulary) message for American teachers. (AS)

Auditory visual information equivalence in 15 mentally retarded and 15 intellectually average 12- to 13-year-olds found retarded subjects were more accurate on intra- than on intersensory tasks, whereas there was no such difference for average subjects. Tasks involving transposition were more difficult than others for the retarded children.…

In a response to a critique of studies on the use of sensory integration therapy with mentally retarded persons, the article claims that sensory integration therapy is based upon a solid foundation of established knowledge in the neurosciences. (DB)

In a response to a critique of studies on the use of sensory integration therapy with mentally retarded persons, the article criticizes the original authors for finding fault with the theory of sensory integration rather than reviewing research on sensory integration. (DB)

The relative effects of individualized sensory integrative therapy vs small group, gross motor programs were examined with 44 handicapped preschoolers with motor delays. No significance between group differences were observed in gross motor gains or in sensorimotor gains. (Author/CL)

A summer home intervention program provided sensory integration therapy and visual-motor integration tasks to a preschooler with gross and fine motor delays. The child was involved in enjoyable activities and encouraged to talk to himself during his actions. The program was both successful and fun. (CL)

Reports that no significant relationships were found between the selected visual perceptual, visual motor, and inter-sensory integration skills and reading achievement. (TO)

It was found that although learning disabled elementary children did more poorly than normal children at tasks involving intersensory and intrasensory matches, the psychological processes related to performance were, with one exception, similar between groups. (Author/CL)

This paper makes a start in the search for a fair test of prelingually deaf children's short-term visual memory ability by exploring the coding problems presented to them by the traditional digit-span test. It suggests that more research be devoted to the problem of stimulus-response compatibility. (Suthor/SJL)

The article suggests activities to help learning disabled children develop awareness of the differences between right and left. Techniques for combining movement, language, and sensory skills as well as for using musical, visual, and tactile stimuli are described. (CL)

Investigated with 69 elementary grade children was the relationship between a cross-modal perceptual-motor task and academic achievement. (DB)