ERIC Number: ED157026
Record Type: RIE
Publication Date: 1978-May
Reference Count: 0
Does Modality Preference Make a Difference? The Results of a Three-Year Study--Literature Review.
Austin, Mary C.; Donovan, Margaret A.
The inconclusive results of research comparing beginning reading methodologies in the 1960s led many schools to change their approaches to beginning reading instruction. In the 1970s the focus has shifted from the belief in a single method as superior for all children to the attempt to match methodology to the needs of individual children. A review of the literature of the 1970s reveals that research findings dealing with the relatioship between predetermined modality preference and reading achievement have been divided. Some investigators have maintained that predetermined modality preference is an important consideration in early reading achievement; others, however, maintain that predetermined modality preference does not appear to have a direct bearing on reading achievement. Research on modality preferences similar to other studies based on the aptitude treatment interaction model have had two major problems: discreteness of learner classification and homogeneity of treatment. Further research is needed to clarify the relationship between predetermined modality preference and reading achievement. (DF)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the International Reading Association (23rd, Houston, Texas, May 1-5, 1978); For related document, see CS004236