Sensory Process Instruction with Learning Disabled Children

Abstract

To determine whether the use of a teaching method geared to an individual learner's dominant perceptual modality would increase level of learning and the efficiency with which that level was achieved on a selected learning task 60 children (8 to 12 yr. old) were divided into three groups of 20 each based upon performance on two perceptual screening procedures. In the instructional phase the subject was given information to be mastered under the following three sensory modalities, Auditory-Vocal-Motor, a Visual-Vocal-Motor, and Combination channel. A two-way analysis of variance yielded significant main effects for training in the visual and combined conditions only.