The Illinois Test of Psycholinguistic Abilities was administered to 166 second graders who were classified as auditory or visual learners on the basis of discrepancies in individual test profiles. Four controlled instructional procedures were presented in classroom settings. Two procedures were primarily auditory, and two primarily visual. The 5 percent of the subjects showing greatest preference for visual tests performed equally well on visual and auditory learning tasks. Auditory learners performed equally well on auditory and visual tasks.
Diagnostic reports prepared by a university clinc for children with learnign disabilities were evaluated by the teachers of these children Sisty-one percent felt the findings were applicable to instruction in the classroom. Thirty-nine percent rated the reports not pertinent to the child's educational program. Emphasis on educational deficits enchanced the usefulness of the reports. The responses were analyzed, and recommendations for improving the effectiveness of diagnostic reporting were proposed.
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