Examining the Benefits and Prevalence of Modality Considerations in Special Education

Abstract

Questions related to the validity, efficacy, and prevalence of the psychoeducational practice of modifying instruction in accord with children's relative modality strengths are examined in a research review and in a survey of practicing special education teachers. Despite attempts to assess relative modality strength using 32 separate tests, subtests, or combinations thereof in conjunction with a variety of instructional interventions, no one has successfully demonstrated that beginning reading instruction can be improved by modality and instructional matching. In spite of the absence of evidence that supports modality instructional matching, textbooks urge teachers to adopt this approach, and the majority of special education teachers believe in and employ this model. Implications of these findings are discuseed both for teacher training programs and for instructional practice.