Word Form Configuration Training of Visual Perceptual Strengths with Learning Disabled Children

Abstract

The recent focus on the perceptual deficits of children with learning disabilities has led educators to ask whether an instructional program should be directed at a child's perceptual strengths or weaknesses. In this study, a sample of children with learning disabilities was divided into two groups, one with auditory perceptual strengths (audiles), the other with visual perceptual strengths (visiles). The differences between the strong and weak perceptual skills within each group were statistically significant. Other perceptual and language differences between the two groups were not significantly different. An experimental Word Form Configuration Training Program, which directed all teaching input through the visual modality, significantly modified the visual perceptual behavior and reading achievement of the visile and not the audile children in the experimental groups.

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