Date of Award

5-1975

Degree Type

Thesis

Degree Name

Master of Science in Education (MSEd)

Department

Education and Human Development

Abstract

In this paper, the author examines both the history of learning modalities in reading instruction and contemporary research in using modalities to strengthen learning. He finds that while learning modality is an interesting concept, evidence regarding research questions about correlations between factors (i.e. cross-modal transfer, skill, general intelligence, chronological development, inter-sensory integration) remains indeterminate. As a result, while the research affirms the relevance of modality studies to reading instruction, the author maintains that there is not enough evidence to make them a focus of contemporary reading instruction.

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