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

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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
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PubTypeId: report
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Items – Name: Title
  Label: Title
  Group: Ti
  Data: Perceptual Development and Learning: An Experimental Study on Modality Reading Instruction. Section II. Final Report.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Wepman%2C+Joseph+M%2E%22">Wepman, Joseph M.</searchLink><br /><searchLink fieldCode="AR" term="%22Morency%2C+Anne+S%2E%22">Morency, Anne S.</searchLink><br /><searchLink fieldCode="AR" term="%22Chicago+Univ%2E%2C+IL%2E%22">Chicago Univ., IL.</searchLink>
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 112
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1975
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: National Inst. of Education (DHEW), Washington, DC.
– Name: NumberContract
  Label: Contract Number
  Group: NumCntrct
  Data: NIE-C-74-0026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Auditory+Perception%22">Auditory Perception</searchLink><br /><searchLink fieldCode="DE" term="%22Basic+Reading%22">Basic Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Exceptional+Child+Research%22">Exceptional Child Research</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Modalities%22">Learning Modalities</searchLink><br /><searchLink fieldCode="DE" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Difficulty%22">Reading Difficulty</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Perception%22">Visual Perception</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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)
– Name: Note
  Label: Notes
  Group: Note
  Data: See EC 090 231 for related information
– Name: CodeSource
  Label: Journal Code
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  Data: <searchLink fieldCode="JC" term="%22RIENOV1976%22">RIENOV1976</searchLink>
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 1976
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED125164
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED125164
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  BibEntity:
    PhysicalDescription:
      Pagination:
        PageCount: 112
    Subjects:
      – SubjectFull: Auditory Perception
        Type: general
      – SubjectFull: Basic Reading
        Type: general
      – SubjectFull: Exceptional Child Research
        Type: general
      – SubjectFull: Learning Modalities
        Type: general
      – SubjectFull: Primary Education
        Type: general
      – SubjectFull: Reading Difficulty
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Visual Perception
        Type: general
    Titles:
      – TitleFull: Perceptual Development and Learning: An Experimental Study on Modality Reading Instruction. Section II. Final Report.
        Type: main
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          Name:
            NameFull: Chicago Univ., IL.
      – PersonEntity:
          Name:
            NameFull: Wepman, Joseph M.
      – PersonEntity:
          Name:
            NameFull: Morency, Anne S.
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          Dates:
            – D: 01
              M: 11
              Type: published
              Y: 1975
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