The Significance of Learning Modalities, Modes of Instruction, and Verbal Feedback for Learning to Recognize Written Words

Meyers, Marcee J.

doi:10.2307/1510633

Cited by 5 publications

(3 citation statements)

References 5 publications

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“…An earlier review of the empirical literature (Meyers 1980), however, does not support such a practice. Bateman (1968) found that, regardless of modality preference, the auditory instructional approach was not effective in terms of first graders' reading and spelling performance.…”

Section: Information Processing Controversymentioning

confidence: 89%

“…Another study investigating the interaction between modality preference and mode of instruction used LD elementary children as subjects (Meyers 1980). The children, classified as either visual, auditory, or multisensory learners based on the Illinois Test of Psycholinguistic Abilities (ITPA) (Kirk, McCarthy, & Kirk 1968), were randomly assigned to auditory, visual, or multisensory instructional groups.…”

Section: Information Processing Controversymentioning

confidence: 99%

“…Other researchers have recommended that further research is still appropriate and desperately needed to validate the information processing concept in both theory and practice (Derevensky 1978, Foster, Reese, & Schmidt 1976). Many of the specific recommendations for subsequent research involve an examination of the instruments used to measure learning-modality preferences (Meyers 1980). It appears, in fact, that much of the criticism of the theory as well as the diagnostic and remedial approaches is based on the instruments used for assessment.…”

Section: Information Processing Controversymentioning

confidence: 99%

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Information Processing and the Slingerland Screening Tests

Meyers

1983

J Learn Disabil

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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...

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Section: Information Processing Controversymentioning

confidence: 89%

Section: Information Processing Controversymentioning

confidence: 99%

Section: Information Processing Controversymentioning

confidence: 99%

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Information Processing and the Slingerland Screening Tests

Meyers

1983

J Learn Disabil

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Learning Style Recognition: A Neural Network Approach

Rasheed

Wahid

2018

Advances in Intelligent Systems and Computing

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Learning Disabilities and Reading: Instructional Recommendations from Current Research

Lewis¹

1983

Exceptional Children

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This review of research addresses the teaching of reading, one of the most common concerns in the education of students with learning disabilities. First, past conceptualizations of the condition of learning disabilities are considered, then rejected in favor of the notion that learning disabled individuals are characterized by a failure to deploy cognitive resources effectively. Next, recent research on teacher effectiveness and the technology of direct instruction is examined in relation to current understandings of the nature and treatment of learning disabilities. Finally, empirically based instructional strategies for the teaching of reading to the learning disabled are suggested.

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The Significance of Learning Modalities, Modes of Instruction, and Verbal Feedback for Learning to Recognize Written Words

Cited by 5 publications

References 5 publications

Information Processing and the Slingerland Screening Tests

Information Processing and the Slingerland Screening Tests

Learning Style Recognition: A Neural Network Approach

Learning Disabilities and Reading: Instructional Recommendations from Current Research

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