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The effects of the kinesthetic‐tactile component of the VAKT procedure on secondary LD students' reading performance
Author(s) -
Thorpe Harold W.,
Lampe Scherie,
Nash Robert T.,
Chiang Berttram
Publication year - 1981
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(198107)18:3<334::aid-pits2310180315>3.0.co;2-b
Subject(s) - kinesthetic learning , psychology , reading (process) , affect (linguistics) , component (thermodynamics) , mathematics education , cognitive psychology , developmental psychology , communication , linguistics , philosophy , physics , thermodynamics
Multisensory instructional approaches have been used in teaching handicapped children for many years, but have never been adequately validated. Using a multiplebaseline design and direct measurement of words read and spelled as the dependent variable, this study evaluated the effects of the kinesthetic‐tactile component in VAKT instruction. The results indicated that the three secondary LD students read more words correctly after VAKT instruction than after VA instruction, and retained more VAKT instructed words at one‐week, three‐week, and six‐month retention probes. The instruction did not differentially affect the speiling of words. The implications of these findings are discussed.