ERIC Number: ED026751
Record Type: RIE
Publication Date: 1966-Sep
Reference Count: 0
Bimodal Educational Inputs to Educable Mentally Retarded Children. Final Report.
Robinson, Jacques H.; And Others
The usefulness of paced auditory presentation combined with simultaneous visual presentation of lesson material was examined as a technique of improving reading skills in the educable mentally handicapped. A 30-day instructional period involved four groups of students (IQ's 58 to 86, ages 12-11 to 17-11). The groups were as follow: a machine audio group (MAud) exposed to rate controlled taped material by audio means alone; a machine audiovisual group (MAV) that received visual copy and also listened to the taped recordings; a teacher audiovisual group (TAV) using bimodal stimulation; and a control group (C). Materials were recorded and presented at appropriate rates of presentation by means of a tempo regulator, a machine which varies rate without pitch distortion. Results indicated little impact of the experimental procedures on the standardized pre-post test measures; however, daily comprehension measures favored the bimodal presentation modes, particularly the MAV group. Some trend favoring slowed presentations was evident. The subjects demonstrated significant retention of instructional material after a 1-month interval, and significantly higher performance on a relearning measure than on initial presentations, after a 2-month interval. (Author/JD)
Descriptors: Audio Equipment, Audiovisual Instruction, Aural Learning, Educational Technology, Exceptional Child Research, Intermode Differences, Learning, Listening Comprehension, Mental Retardation, Mild Mental Retardation, Multimedia Instruction, Multisensory Learning, Pacing, Reading Comprehension, Retention (Psychology), Speech Compression, Tape Recordings, Teaching Methods, Visual Learning
Publication Type: N/A
Education Level: N/A
Sponsor: National Institutes of Health (DHEW), Bethesda, MD.
Authoring Institution: N/A