* Bateman, B.1968. The efficacy of an auditory and a visual method of first grade reading instruction with auditory and visual learners. In Helen K. Smith (Ed.), Perception and reading. Newark, DE: International Reading Association.
2.
* Bruininks, R.H.1970. Teaching word recognition to disadvantaged boys. Journal of Learning Disabilities, 3, pp. 30–39.
3.
Bursuk, L.1969. Sensory mode and lesson presentation as a factor in the reading comprehension improvement of adolescent retarded readers. Dissertation Abstracts International, 30, 2370A. (University Microfilms No. 69–21180)
4.
Daniel, P.N. & Tacker, R.S.1974. Preferred modality of stimulus input and memory for CVC trigrams. Journal of Educational Research, 67, pp. 255–258.
5.
Donovan, M.A.1977. The relationship between modality preferences and programs used in initial reading instruction. Dissertation Abstracts International, 39, 85A. (University Microfilms No. 78–10248)
6.
Foster, G.G., Reese, J.H., Schmidt, C.R., & Ohrtman, W.F.1976. Modality preference and the learning of sight words. Journal of Special Education, 10, pp. 253–258.
7.
* Freer, F.J.1971. Visual and auditory perceptual modality differences as related to success in first grade reading word recognition. Dissertation Abstracts International, 32, 6193–6194A. (University Microfilms No. 72–16082)
8.
* Huebner, R.W.1969. Interactions between patterns of individual differences in sensory modalities of students and methods of classroom instruction. Dissertation Abstracts International, 31, 679A. (University Microfilms No. 70–13, 718)
9.
* Miller, E.M.1974. Relationships among modality preference, method of instruction, and reading achievement. Dissertation Abstracts International, 35, 1355–1356A. (University Microfilms No. 74–19953)
10.
Nelson, J.B.1970. The effect of visual-auditory modality preference on learning mode preference in first grade children. Dissertation Abstracts International, 31, 2219–2220A. (University Microfilm No. 70–20339)
11.
* Ringler, L.H., Smith, I.L., & Cullinan, B.E.1971. Modality preference, differentiated presentation of reading tasks, and word recognition of first-grade children. New York University. (ERIC Document Reproduction Service No. ED 052 901)
12.
* Robinson, H.M.1972. Visual and auditory modalities related to methods for beginning reading. Reading Research Quarterly, 8, pp. 7–39.
13.
* Schleif, M.E.1969. An experimental study investigating the relationships among preferred sensory modality, instructional method, and written vocabulary acquisition of naive readers. Dissertation Abstracts International, 31, 1150–1151A. (University Microfilms No. 70–15805)
14.
Urbschat, K.S.1977. A study of preferred learning modes and their relationship to the amount of recall of CVC trigrams. Dissertation Abstracts International, 38, 2536A. (University Microfilms No. 77–24029.
15.
* Warren, J.R.S. 1973. Learning modalities and instructional procedures in word identification-recognition. Dissertation Abstracts International, 34, 4094A. (University Microfilms No. 74–00129)
16.
Waters, L.D.1973. An analysis of dominant learning modalities of selected third grade remedial readers in relation to teaching strategies. Dissertation Abstracts International, 33, 3413–3414A.
17.
* Waugh, R.P.1973. Relationship between modality preference and performance. Exceptional Children, pp. 465–469.
18.
Wheeler, R.1980. An alternative to failure: Teaching reading according to students' perceptual strengths. Kappa Delta Pi Record, pp. 59–63.
19.
Slosson, Richard L.1963. Slosson Intelligence Test. East Aurora, N.Y.: Slosson Educational Publications, Inc.
20.
Wechsler, D.1976. Wechsler Adult Intelligence Scale. New York: Psychological Corporation.
