ERIC Number: ED047435
Record Type: RIE
Publication Date: 1971
Reference Count: 0
Sensory Mode of Lesson Presentation as a Factor in the Reading Comprehension Improvement of Adolescent Retarded Readers.
Bursuk, Laura Z.
To compare the effectiveness of an experimental correlated, combined aural-visual remedial reading instructional approach with that of a conventional, predominately visual approach, 90 adolescent retarded readers (age 14 to 16 years, IQ 92 to 114, reading grade levels 7 to 9) were classified according to their sensory modality learning preferences and were exposed to the two remedial techniques three times a week for one semester. Results were that pupils in the experimental group receiving combined aural-visual instruction showed significantly greater growth in reading than did the pupils in the control group receiving predominately visual instruction. There was also a significant interaction between pupils' sensory modality learning preferences and the relative effectiveness of the sensory teaching approach used. The experimental approach appeared to be more effective with auditory learners and learners with no sensory modality learning preference, while the control approach was more effective with visual learners. (RD)
Publication Type: N/A
Education Level: N/A
Authoring Institution: City Univ. of New York, Jamaica, NY. York Coll.
Note: Research paper presented at the Annual Convention of the American Educational Research Association (New York, New York, February, 1971)