WHAT WE KNOW ABOUT MODALITY STRENGTHS

[Pages:4]learnig

style

are

those

involg

intmaely

Educators

nels

throug

as

m

Methods

perction, asocited

usaly whic Test

the

proces

with

ref

to

perction

most

learnig.

the

chan

ocurs

(Mils,

1970).

on

the

ernc.

other Modality

aly

measurd

the

Learnig

Dun,

and

adolescnt

A hand,

by Style Price, and

modality

is

just

prefncs

self-rpot,

Invetory 1975).

adults

prefnc, tha:

While probaly

a

pref

are

us

such

as

(Dun,

most

pre-

southern

Californ

and

their

teachrs.

from

thes

particns,

informat

obtained

schol

To

the

children

dat

gained

we

ade

the

from

sevral

other

source:

musicaly

talend

hig

schol

studen,

elmntary

from

a

large

midwestrn

studen

city,

and

teachrs

from

sevral

parts

of

the

country.

Modality

strengh

wer

ased

by

asking

studen

to

rec

ate

sequnc

of

geomtric

shape

of

increasg

length.

The

paterns

wer

presntd

visualy,

auditorly,

and

kinesthcaly.

The

percntag

of

cor

rect

respon

in

each

modality

pro

vide

a

measur

of

their

relativ

strengh.

task

proved

The

matching-osple

to

be

both

valid

and

re

liabe,

and

is

comerialy

avilbe

(Barbe,

Swasing,

and

Milone,

A

more

detail

descripton

resach

is

avilbe

elswhr

Swasing,

and

Milone,

197),

folwing

parghs

sumarize

result.

Kep

in

mind

tha

ments

are

based

on

group

and

are

best

used

as

genral

lines.

Planig

for

indvual

should

be

undertak

197).

of

our

(Barbe,

but

the

the

our

com

avergs guide

studen

only

after

aseing

their

indvual

modality

strengh.

S

most

frequnt

modality

378

strengh

are

visual

acounts

for

about

poulatin

(althoug

strengh

are

more

adults

than

children).

cent

of

the

poulatin

and

the

remaing

or

mixed;

30

percnt

mixed frequnt

About

are

15

percnt

each

of

the

modality among

25

per

auditory,

kin-

esthic.

In

terms

with

mixed

betr

chane

with

a

single

cause

they

in

whatevr

dren

with

usaly

perfom

of

achievmnt,

modality

strengh

of

suce

modality

can

proces

way

it

is

presntd.

an

auditory

porly

studen

have

a

than

do

those

strengh

be

informat Chil

orienta

on

standr

ized

achievmnt

becaus

tes

measur,

of

this

kind

suited

to

mixed

modality

studen.

Auditory

studen

posibly

are

more

or

visual

do

betr

with

the

spoken

rathe

than

the

printed

word,

so

they

would

probaly

perfom

betr

on

a

no-prit

tes.

M

Mozing

(1978).

The

result

a

modality

Someti

mentary

other dominat

comes

thesia.

Thes

enviromt

dren

primaly When

situaon

much

expctd

(throug

modality

supre

in

an

clasrom.

of

thes

shift.

grades

shift

ocurs.

modality,

more

studie

suport

betwn

the

late

and

adultho

Vison but

remains auditon

importan

than

such

el an the be

kines

interac they of

efort

shift

reflct

the

changi

of

children.

Young

chil

with

pers

and

adults

by

speaking

entr

schol,

and

listeng.

howevr,

the

changes

drasticly.

For

their

waking

day,

they

are

to

use

the

visual

modality

reading)

and

the

kinesthc

(throug

writng).

Teachrs

auditon,

someti

actively,

to

maint

an

ordely

EDUCATIONAL LEADERSHIP

Among adults and students in sec ondary school, audition becomes more important than kinesthesia. Individuals at these ages engage in fewer kinesthetic activities in school than elementary school children do, while oral/aural interaction increases somewhat (Frostig and Home, 1964).

T

are worthwhile practices. The rela tionship between modality strength and achievement is still unclear, as is the effect of the school and home environment on development of mo

dality strengths. Gaining an understanding of these

matters will not yield the answer to every educational question, but it should result in more effective teach

ing and learning.

Copyright ? 1981 by the Association for Supervision and Curriculum Development. All rights reserved.

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