Modality Aptitude and Word Recognition

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Abstract
Modality aptitude was determined for 282 second graders. Seventy-two children who learned significantly more or fewer words when they were presented in one method (visual, auditory, kinesthetic) than in the other two were selected as subjects. Six categories of subjects resulted: visual strength, visual weakness, auditory strength, auditory weakness, kinesthetic strength, and kinesthetic weakness. Visual strength and visual weakness subjects were assigned to classes in which visual methods were used to teach. The same procedures were used for those having auditory and kinesthetic strengths and weaknesses. At the end of six weeks of instruction, analysis of covariance revealed that children taught to strength did no better than those taught to weakness.

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