Thesis

Modality assessment and an examination of intraindividual differences in reading comprehension of learning disabled adults

Eighty-two learning disabled community college Ss participated in two studies comparing auditory and visual differences in reading comprehension. In the first study, the intraindividual differences of 40 Ss were assessed by comparing their visual and auditory comprehension scores on a reading comprehension test. Auditory reception resulted in significantly greater comprehension than did visual reception, and was independent of modality preference. In the second study, 42 other Ss, equally representing auditory and visual preference learners, were assigned to three groups and given either listening skills plus visual-motor training, visual-motor training alone, or no training. A test of reading comprehension was given before and after the training period to assess gains in reading comprehension. The hypothesis predicting significant gains for those Ss receiving listening skills training was not supported. In general, the present study demonstrates a superiority of the auditory over the visual receptive channel, at least for comprehension. Recognizing this possibility when selecting appropriate instructional materials and methods for learning disabled adults may help assure more beneficial diagnostic prescriptive application.

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