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Perceptual Development and Learning: An Experimental Study on Modality Reading Instruction. Section II. Final Report.

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Bibliographic Details
Title: Perceptual Development and Learning: An Experimental Study on Modality Reading Instruction. Section II. Final Report.
Authors: Wepman, Joseph M., Morency, Anne S., Chicago Univ., IL.
Peer Reviewed: N
Page Count: 112
Publication Date: 1975
Sponsoring Agency: National Inst. of Education (DHEW), Washington, DC.
Contract Number: NIE-C-74-0026
Document Type: Reports - Research
Descriptors: Auditory Perception, Basic Reading, Exceptional Child Research, Learning Modalities, Primary Education, Reading Difficulty, Teaching Methods, Visual Perception
Abstract: Examined with 297 primary grade children were the effects on reading ability of matching a child's learning style with a compatible teaching method. After Ss' auditory or visual modality preference had been determined they were randomly assigned to classes so that 1/3 of each class showed an auditory preference, 1/3 showed a visual preference, and 1/3 had no preference or showed balanced development. Classes were instructed using either an auditory approach, a visual approach, or a balanced approach. The Ginn 360 reading series was adapted for either a visual or auditory emphasis, and teachers attended an 8-week summer inservice training session. Results for grade 1 indicated that children who showed an auditory preference achieved significantly higher when auditory decoding techniques were used and children with a visual preference achieved significantly higher when visual techniques were used. The hypothesis could not be validated for the 2nd and 3rd grades due to attrition of Ss though it was noted that all Ss receiving the visual training achieved higher than expected reading scores. (DB)
Notes: See EC 090 231 for related information
Journal Code: RIENOV1976
Entry Date: 1976
Accession Number: ED125164
Database: ERIC
Description
Abstract:Examined with 297 primary grade children were the effects on reading ability of matching a child's learning style with a compatible teaching method. After Ss' auditory or visual modality preference had been determined they were randomly assigned to classes so that 1/3 of each class showed an auditory preference, 1/3 showed a visual preference, and 1/3 had no preference or showed balanced development. Classes were instructed using either an auditory approach, a visual approach, or a balanced approach. The Ginn 360 reading series was adapted for either a visual or auditory emphasis, and teachers attended an 8-week summer inservice training session. Results for grade 1 indicated that children who showed an auditory preference achieved significantly higher when auditory decoding techniques were used and children with a visual preference achieved significantly higher when visual techniques were used. The hypothesis could not be validated for the 2nd and 3rd grades due to attrition of Ss though it was noted that all Ss receiving the visual training achieved higher than expected reading scores. (DB)