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)

Finds the use of mapping strategies drawn from current research enhances students' ability to organize, analyze, evaluate, and reason critically when composing from academic sources. Presents five examples. (NH)

Examines modality differences in preschoolers' ability to recognize or recall temporally related events and extends Ward and Wackman's model by evaluating whether the assumed "visual viewing style" applies to preschoolers' processing of temporal relations. Results demonstrated that temporally related events were remembered more…

The limitation of stimuli which occurs in visually impaired children can be partially ameliorated by strengthening other sense modalities. (JH)

Data are presented on the effects of Animated Agents on multimedia learning environments with specific concerns of split attention and modality effects. The study was a 3 (agent properties: agent only, agent with gestures, no agent) x 3 (picture features: static picture, sudden onset, animation) factorial design with outcome measures of mental…

Discusses development of the language skills of listening, speaking, and reading. (DD)

In these studies, authors sought to examine the role of mode of presentation in a verbal learning task, within the context of age-grade differences in two social groups. (Authors/CB)

The notion of paradigms is central to philosophical and educational inquiry. The tri-paradigmatic structure suggested by Habermas is considered. Each of the paradigms--the empirical-analytic, the interpretive-hermeneutic, and the critical-theoretic--is examined in relation to education. The author contends that the paradigm used greatly influences…

By taking into consideration each student's learning style, instruction can be offered in a learning center using whichever method insures the best results for that individual. (Author/MK)

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)

Overall findings of this meta-analysis reveal small effects of adjunct pictures on reading comprehension. No advantage was found when traditional v nontraditional text settings were compared. Line drawings seem to facilitate comprehension and color pictures seem to have a greater effect than black and white pictures. (Author)

Reports three experiments investigating the relationship of the suffix effect and echoic memory. Shows that echoic memory persists for at least 20 seconds. Illustrates that echoic memory can be used to establish a more effective nonechoic memory. Shows that recency recall is higher to auditory than to visual items. (PMJ)

The study compared the effects of different verbal formats--visual (printed) and aural (recorded tape)--on the performance of 60 vocational high school boys (30 each of high and low reading abilities). Findings indicated high reading ability students performed significantly better; findings relating performance to verbal format were inconsistent.…

Recognizing that all teaching methods have their shortcomings, teachers should be applied theorists of eclecticism (i.e., should view all conceivable approaches to teaching as having validity under certain conditions and toward certain goals) and should cultivate the ability of fitting various teaching formats to the desired pedagogical ends. (MB)