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Full-Text Articles in Education
The Effects Of Perceptual And Piagetian Training On The Reading Achievement Of First Grade Pupils, James Clark Lane
The Effects Of Perceptual And Piagetian Training On The Reading Achievement Of First Grade Pupils, James Clark Lane
University of the Pacific Theses and Dissertations
Purpose: This study was designed to investigate the effect of pairing cognitive training, developed from Piaget's theory, with perceptual training on reading achievement. Also investigated was the effect of cognitive and perceptual training by themselves, as well as that of a cont:col group on reading achievement. A second purpose of this study was to investigate whether or not perceptual errors would be reduced by pairing perceptual and cognitive training as opposed to perceptual, cognitive or control training alone.
Crossmodal Matching Capabilities Of Pre-School Children, Nancy Ruth Pettus
Crossmodal Matching Capabilities Of Pre-School Children, Nancy Ruth Pettus
Theses Digitization Project
No abstract provided.
A Multi-Sensory Curriculum For Young Children : [A Paper] ..., Mary Barbara Stark
A Multi-Sensory Curriculum For Young Children : [A Paper] ..., Mary Barbara Stark
University of the Pacific Theses and Dissertations
Since many educators and philosophers, including Montessori and Piaget, advocate training of the sense as a prerequisite to formal learning, and since two ERIC searches failed to turn up such research it was decided to test out it the use of a multi-sensory curriculum does influence the achievement level of young children.
Basic Educational Experiences Program Utilizing Individualized Instruction In Auditory And Visual Perception Phase Ii, Peggy L. Stapleton
Basic Educational Experiences Program Utilizing Individualized Instruction In Auditory And Visual Perception Phase Ii, Peggy L. Stapleton
All Master's Theses
The purpose of this study was to develop Phase II in the Basic Educational Experiences Program, Phase I (6) of which was already in use in Yakima's Elementary Schools. Phase I was a minimal program in motor-sensory development. Phase II was a program in sequential perceptual activities contributing to and supporting the perceptual needs of the individual child through personal involvement in its activities.