The Significance of Learning Modalities, Modes of Instruction, and Verbal Feedback for Learning to Recognize Written Words

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Abstract
This study investigated the effects of modality preference, mode of instruction, and verbal feedback on immediate and delayed recall of new words in 72 elementary-age learning disabled students. These children, classified as either auditory, visual, or multisensory learners based on the Illinois Test of Psycholinguistic Abilities, were randomly assigned to auditory, visual, or multisensory instructional groups. Each of the groups included both a praise and a no-praise treatment. An analysis of variance revealed no significant differences for either the verbal feedback or the mode of instruction variable. Thus, research hypotheses regarding the absence of interaction between modality preference and mode of instruction were supported.