Affiliation:
1. New York State Office of Mental Health
Abstract
This study examined the question of whether instruction matched to a student's preferred modality would result in more efficient learning than instruction matched to a student's nonpreferred modality. Modality preference was identified on the basis of a student's Aural and Visual Input scores of the Visual Aural Digit Span (VADS) test. Consonant-vowel-consonant (CVC) trigrams were utilized as the content to be learned. These trigrams were presented to students in two modality-pure formats: aural and visual. The students in the study were classified as learning disabled and were enrolled in resource rooms or self-contained special education classes. Sixty nine students participated in the study (age range = 75 to 155 months). The results revealed that there was no significant difference in students' learning of CVC trigrams when instructed according to their preferred modality as opposed to their nonpreferred modality.
Subject
General Psychology,Clinical Psychology,Education
Cited by
1 articles.
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