Modality Preference, Differentiated Presentation of Reading Tasks, and Word Recognition of First-Grade Children.

Autor/inn/en	Ringler, Lenore H.; und weitere
Titel	Modality Preference, Differentiated Presentation of Reading Tasks, and Word Recognition of First-Grade Children.
Quelle	(1971), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Auditory Perception; Criterion Referenced Tests; Grade 1; Kinesthetic Perception; Learning Modalities; Learning Processes; Perceptual Motor Learning; Reading Research; Tactual Perception; Visual Perception; Word Recognition + Suchen Sie Ihr Suchwort? Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; School year 01; 1. Schuljahr; Schuljahr 01; Kinaesthetic perception; Ästhetische Wahrnehmung; Lernumgebung; Learning process; Lernprozess; Perceptual-motor learning; Sensumotorisches Lernen; Wahrnehmungsschulung; Leseforschung; Taktile Wahrnehmung; Visuelle Wahrnehmung; Worterkennung
Abstract	A vocabulary list of 50 words based on children's spoken language was divided into six groups. For each group specific materials incorporating different modality presentations (pictures, tapes, transparencies, and word cards providing tactile emphasis) were developed. The modality preferences of 128 first graders were identified by The New York University Modality Test. A criterion test was developed and the pretest was administered. The children were then randomly assigned within each modality to one of four experimental groups (visual, auditory, kinesthetic, and combined) and a control group. All received the regular program of first-grade instruction, but the experimental groups received approximately 7 1/2 hours of small group instruction using one of the four presentation methods. The post-test was given after the instruction. Analyses of the data indicated (1) that the four experimental groups differed significantly from the control group but not significantly from each other, (2) that there were no significant differences among the groups when the subjects were categorized by modality preference, and (3) that there was no significant difference between the like treatment-modality preference group and the unlike treatment-modality preference group. Tables and references are included. (AW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01