The Comparative Effectiveness of Four Methods of Instruction on the Achievement of Children with Specific Learning Disabilities1
stances (e.g., Delacato, 1963; Gould, 1967; Olson, 1966). Research evidence at this juncture tends to confuse rather than clarify. For example, perceptual training as an adjunct to the teaching of reading has generated considerable controversy. A number of investigators in the field (e.g., Ayers, 1966; Frostig & Horne, 1964; Johnson & Myklebust, 1967; Kephart, 1963, 1964) assert that treatment of modality deficiencies such