CAPITALIZING ON STUDENTS’ PERCEPTUAL STRENGTHS TO ENSURE LITERACY WHILE ENGAGING IN CONVENTIONAL LECTURE/DISCUSSION

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Abstract
The purpose of this manuscript is to review the aptitude/treatment/ interaction studies concerned with perceptual learning styles and to recommend experimentation which capitalizes on their findings. Those investigations revealed that when students were introduced to difficult, new material through their strongest perception and reinforced through a secondary or tertiary channel, significantly higher test scores resulted. Thus, this manuscript provides the research basis for an experimental procedure which permits teachers to use large‐group instruction while, simultaneously: (a) having each student introduced to the new information through the strongest modality; (b) reinforcing through multisensory assignments; and (c) having the information internalized through application in a creative activity

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