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Investigates the interaction between perceptual modality preference and method of teaching reading. Effect of modality preference on reading achievement regardless of method of teaching reading; Failure to find a preference-method interaction to methodological limitations; Factors that account for the inability to demonstrate interactions between learner and task variables.

Twenty-one experimental studies of attention deficits in children with learning disabilities were reviewed. Included in the review were studies of distractibility, hyperactivity, impulsivity, vigilance, and intersensory integration. From the accumulated evidence, the following conclusions were drawn: (1) Children with learning disabilities exhibit more distractibility than controls on tasks involving embedded contexts (figure-ground perception tasks) and on tests of incidental vs. central learning. They are not differentially distracted by other types of distractors such as flashing lights and extraneous color cues. (2) Hyperactivity of children with learning disabilities may be situational-specific, with higher levels of activity being exhibited in the structured situation. (3) Children with learning disabilities are more impulsive, i. e. less reflective, than controls. (4) Children with learning disabilities are deficient in their ability to maintain attention over prolonged periods of time. Studies of attention within a standardized testing framework were also discussed. [ABSTRACT FROM AUTHOR]

This study was conducted to determine if the phonemic awareness skills of college-aged dyslexic students (n=10) differ from those of their nondyslexic peers (n=10). Both groups were tested on reading of real and nonsense words and a phoneme reversal task. Although the dyslexic subjects had received considerable language remediation and were all succeeding at their college studies at a level that did not significantly differ from the nondyslexic subjects, they performed significantly poorer on two measures of phonemic awareness: reading of nonsense words and increased error rate and response time on reversal of common three phoneme words. These results were interpreted to suggest that although the dyslexic subjects had improved their reading skills there remained a fundamental deficit in their ability to process phonological information quickly and accurately. [ABSTRACT FROM AUTHOR]

Examines the effect of early reading failure on acquisition of knowledge among students with learning disabilities (LD) using J. Chall's five-stage model of reading development. Difficulties that LD students experience as they progress through the stages of reading development; Role of prior knowledge in the understanding of new knowledge; Implications for instructions.

Studies cognitive behavior modification, Direct Instruction and holistic approaches to the education of students with learning disabilities. Identification of similarities and differences in instructional practices; Changes in students' cognitive behavior.

Compares the effects of reinforcement and response cost on the selective attention and verbal rehearsal performance of learning disabled children using a modified version of Hagen's Central-Incidental task. Facilitation of selective attention and verbal rehearsal through reinforcement condition; Comparison of selective attention of normal and learning disabled.

Examines variables associated with motivation and learning for teenagers with learning disabilities. Psychological tests that were administered to the teenagers; Deficiency in learning disabled teenagers' selective attention; Internal locus control and selective attention of normal teenagers.

Tests a hypothesis on the developmental lag in selective attention for the learning disabled. Constancy of the age-related increases in central recall; Development of qualitatively similar learning strategies; Correlation of the locus of control with the measures of selective attention.