Forty-four children who were at least one year behind in reading ability were tested on 59 psychoneurological, psychological, and educational tests. The present study contributed considerable information on how children with reading disability perform on these variables; these results were compared with previous research. Support was provided to show that these children may be classified as being predominantly analytic or nonanalytic in conceptualization. Evidence was also found to indicate that learning depends upon the integration of different sense modalities.
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