Sensory Integration in the Learning Disabled

Abstract

Letter learning and recognition by young learning disabled children were studied using visual, tactual, and visual plus tactual training and testing with 5- and 15-second exploration times. All children in the training and testing conditions using vision or vision plus touch made more correct responses than those using touch alone. However, there were no differences between the visual and visual plus tactual conditions, indicating that the additional input from touch did not help performance. There was some benefit from more exploration time; the 15-second groups tended to make fewer errors of a certain type.