Wheeler (1980) linked perceptual preferences with reading abilities. He indicated that sensory-motor and perceptual experiences are the foundation for conceptual and symbolic processes. His study of young children with learning disabilities investigated the relationship between perceptual training and reading instruction. He concluded that it would be worthwhile to develop reading programs based on a multi-sensory approach.
Though a large body of research has been done on learning preferences, there are few studies that have addressed the impact of multimedia in this domain. Pouwels (1992) did a related study of vocabulary acquisition in combination with memory research and perceptual learning styles. He specifically studied auditory and visual modalities. Results showed a positive correlation between the visual modality and items combined with pictorial-verbal aids. Conversely, too much visual data with the same aids interfered with the auditory learner's acquisition of vocabulary.
His study has relevance to this paper in that he opted to analyze perceptual
preferences, unlike the information-processing assessments of Chun, Plass
and others which will be discussed in more detail later. He noted that
more recent post-adolescent language acquisition research had emphasized
cognitive as opposed to sensorial learning styles. However, he offered
two very important arguments for examining sensory modalities:
"modality-specific learning aids can be developed to enhance individual
L2 achievement and each student can be familiarized with the best way to
learn new vocabulary." (p.391)
Pouwel's argument is supported in the Province of Newfoundland and Labrador, Resource Guide For Teachers (Government of Newfoundland and Labrador, 1999), developed by the Department of Education and Training. The document recommends the accommodation of student learning styles specific to sensory modalities to increase academic achievement, improve attitudes and reduce discipline problems.
For children approximately 7-12 years of age, at the concrete-operational
stage of development where hands-on activities are felt to be crucial (Pollard,
1997), sensory experiences are integral to learning. (Government of Newfoundland
and Labrador, 1999) To that end, current pedagogy reinforces the fact that
learning at a Primary/Elementary level is highly physical and sensory,
possibly more so than cerebral. Some educators might take this a step further
and argue strongly that kinesthetic and tactual learning channels are essential
conduits to early childhood growth, especially for hyperactive children,
those with Attention Deficit Disorder and other similar problems.