Modality of Stimulus Presentation in Serial Learning for Retarded and Normal Readers

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Abstract
The present study investigated the relationship between modality functioning and reading achievement. Auditory, visual and combined auditory-visual serial learning tasks were administered to normal and retarded readers at three grade levels ( N = 48). The data indicated that retarded readers exhibited a markedly uneven pattern of learning efficiency. Their performance was especially poor with regard to auditory tasks, whereas their visual learning skills were almost equivalent to those of the normal reader group.

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