This study investigated the effects of modality preference, mode of instruction, and verbal feedback on immediate and delayed recall of new words in 72 elementary-age learning disabled students. These children, classified as either auditory, visual, or multisensory learners based on the Illinois Test of Psycholinguistic Abilities, were randomly assigned to auditory, visual, or multisensory instructional groups. Each of the groups included both a praise and a no-praise treatment. An analysis of variance revealed no significant differences for either the verbal feedback or the mode of instruction variable. Thus, research hypotheses regarding the absence of interaction between modality preference and mode of instruction were supported.
A case study to clarify crucial issues related to the LD adult's special problems and needs
The application of an information processing model for diagnosing and remediating learning disabled children is the focus of much debate. Although this approach is widely practiced in classrooms, advocated by many leaders in the field, and included in federal definitions, the empirical literature is not supportive, and many researchers are ready to dismiss its validity. One of the problems associated with this approach is the assessment instruments. This article reviews both sides of this controversy and suggests the use of the Slingerland Screening Tests as an alternative diagnostic tool for examining information processing skills. A brief overview of this test is presented as well as a discussion of advantages and purposes relevant to the information processing approach. Implications for subsequent research are suggested.T he information processing, model for determining appropriate instructional methods and materials for learning disabled children is currently under serious scrutiny. This model has provided a foundation for the diagnosis, planning, and instruction implementation for many years in the learning disabilities field. The components of this model have been given a variety of labels including "perceptual skills," "learning modalities," "learning styles," and "information processing skills." The focus, regardless of terminology, is on methods of learning-including input or receiving information, integration, and output or expression. The popular theories suggest that an individual's strengths and weaknesses in these skills must be determined through various diagnostic procedures in order to plan and implement appropriate instructional strategies and remedial techniques. For example, a visual learner should be provided instruction with a visual emphasis (i.e., sight word approach.to reading). An auditory learner, on the other hand, would benefit from an auditory approach such as phonics.A conflict, however, exists between research and the learning disabilities theories and educational procedures advocated by some authorities. Empirical evidence does not support differential instruction based on preferred learning styles, and yet this approach is still practiced widely in the schools, discussed in major texts, and emphasized in teachertraining programs. It appears that this model has a strong intuitive value for practitioners in spite of the empirical literature's criticism.Further acceptance of this theory in practice can be seen in the terminology of federal and, in some cases, state definitions and guidelines concerning LD children. The current federal regulations describe learning disabilities in terms of psychological processing disorders. Several states also have incorporated this focus into their definitions. Still, the diagnostic and remedial methods used to operationalize these descriptions have been strongly criticized (Torgesen 1979) so that further research is needed to substantiate this approach to diagnosis and instruction. INFORMATION PROCESSING CONTROVERSYA brief review of the literature...
Matt is currently completing his senior year in high school and has achieved excellent grades in advanced literature and history courses. Because of these grades and his aboveaverage scores on college entrance exams, Matt has been accepted at both state univers ities to which he has applied. This feat probably does not seem extraordinary except for the fact that in second grade Matt was identified as having a specific learning disability and was placed in a special class for learning disabled children. Since that time, he has received mathematics instruction in regular classrooms, in resource programs, and from private tutors. The term learning disability covers many specific conditions and in itself communicates little about an individual's strengths and deficits. For example, tests showed that Matt is particularly strong in auditory language skills, but his visualspatial performance and visual memory are poor. These results mean that Matt understands and remembers what he hears but has trouble perceiving and remembering what he sees. Despite his strong motivation and his superior performance on an individual inteLligence test, he often receives below-average or failing grades in mathematics.
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