ERIC Number: ED079707
Record Type: RIE
Publication Date: 1970-Oct
Reference Count: 0
Teaching Word Recognition to Disadvantaged Boys with Variations in Auditory and Visual Perceptual Abilities. Research Report #12.
Bruininks, Robert H.
This study presents results from an experiment designed to assess whether the employment of teaching approaches consistent with the auditory or visual perceptual strengths of disadvantaged boys would facilitate their ability to learn and retain a list of unknown words. Two groups of 20 pupils were identified from a sample of 105 subjects. One group demonstrated visual strengths and auditory weaknesses, while the other group possessed the opposite perceptual pattern. Subjects were taught to recognize fifteen words by a visual or sight-word teaching emphasis and another set of fifteen words by an auditory or phonic teaching emphasis. The results failed to support the predicted interaction between perceptual aptitudes and approaches to teaching word recognition. The findings revealed a trend toward more efficient learning under the visual teaching method. (Author/WR)
Publication Type: N/A
Education Level: N/A
Sponsor: Bureau of Education for the Handicapped (DHEW/OE), Washington, DC.
Authoring Institution: Minnesota Univ., Minneapolis. Research, Development, and Demonstration Center in Education of Handicapped Children.