Practical programs, materials and techniques

Bannatyne, Alex
December 1972
Journal of Learning Disabilities;Dec1972, Vol. 5 Issue 10, p646
Academic Journal
This article discusses a survey conducted by educator Freddie W. Litton regarding the availability of instructional materials for learning disabled children. A trend towards an increase in and improvement of materials for the child with learning disabilities is in evidence. With increased interest, research, and appropriations for instructional materials for the learning disabled, educational companies now have available a wide variety of excellent materials. Litton's recent survey indicated that over seventy educational companies have materials designed for the learning disabled child. The survey included thirteen major curriculum areas. They are auditory perception, visual perception, tactile-kinesthetic perception, memory and recall, fine-motor coordination, receptive language, expressive language, visual motor coordination, math concepts and skills, reading readiness, remedial reading, reading comprehension, and phonics. Under each curriculum area were nine possible types of learning material. Each company was asked to indicate the curriculum areas and types of their material. The curriculum areas listed most frequently were the three under perception, the three under reading, and phonics. The types of material listed most frequently were programmed material, workbooks, and cards and games.


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