Research attempts to relate either auditory or visual discrimination skills to reading achievement have resulted in equivocal results. The present study was directed towards investigating auditory-visual integration skills as they related to sex and reading success. An N of 225 students in Grades 1-4 comprised the sample. Significant correlations were found at each grade level. The results suggested that females develop auditory-visual integration skills earlier than males. With females these skills appeared to reach an asymptote by the second grade. Sex differences in the developmental pattern of auditory-visual integration skills were suggested.
Research attempts to relate either auditory or visual discrimination skills to reading achievement have resulted in equivocal results. The present srudy was directed toward investigating auditory-visual integration skills as they are related to one demographic fearure of a school and reading success. For 225 students in Grades 1 to 4 it was concluded that auditory-visual integration ability was related to reading success, but in a complex manner, depending in part on developmental level and economic background. Differentiated teaching techniques, dependent upon economic background, might be considered and the screening of auditory-visual integration skills emphasized ptioc to teaching reading.Since 1930 considerable attention has been focused on auditory and visual discrimination and on the relationship of the two to reading achievement. A significant relation has been established between auditory discrimination and reading skill (Dykstra, 1.966); however, the addition of auditory discrimination scores to MAS does not add appreciably to the predictive power of MAS alone (Reynolds, 1963). Similar conclusions have been reached in regard to measures of visual discrimination (Muehl, 1960). In a rather thorough review of the literature, Barrett ( 1965) concluded that, to predict reading achievement accurately, visual discrimination tasks would have to be varied with the type of beginning reading program under consideration.There has been a dearth of research investigating the combined effects of visual and auditory discrimination on learning; Katz and Deutsch (1963) observed that most studies concentrated on a specific skill at one age level; they suggested additional, longitudinal research to explore the relationship between aural and visual skills at different developmental stages.Some efforts have been made in this direction. Reilly ( 1971) concluded that auditory-visual integration skills occur in stages. Significant differences in scores were achieved by students in Grades 1 through 4; moreover, girls appeared to develop auditory-visual integration skills earlier than boys and to level off in skill development sooner than boys.This study was an attempt to explore further the relation between auditoryvisual integration skills and reading achievement, at different grade levels and with children from schools of different demographic characteristics. It was assumed that pre-school experience may contribute significantly to the development of both auditory-visual integration skill and reading achievement.
IntroductionThe past several years have seen unparalleled changes in the former Soviet Union. Dramatic and far reaching alterations of social, economic, political and military policies and directions have been characteristics of recent Soviet life. These changes have had a significant impact on the life of Soviet citizens as well as on other countries around the world. Republics of the former Soviet Union particularly have been affected by these changes. Most of these republics had been controlled totally from Moscow in such areas as industry, education, planning and resource allocation. Control of all important, as well as inconsequential, issues and decisions had been centralized in Moscow [1]. When the Soviet Union crumbled, the republics were left without personnel who had significant experience in planning [2,3]. This lack of personnel experienced in planning left educational systems especially vulnerable in trying to develop republic-based school systems. One of the immediately recognized problems was how to go about developing a preparation programme for school leaders (administrators). This paper addresses the complex issues involved in developing a school leadership programme in one such republic, the Republic of Georgia. The issues presented are intended to serve as an inventory for other republics seeking to transform their education systems.This paper has its origins in 1990 when the senior author served a Fulbright senior scholar assignment at Tbilisi State University in the Republic of Georgia. One of the lecturing assignments was in the department of pedagogy at the university. This led to an interest in how school headmasters were prepared for their positions, from which a six-week, part-time, inservice programme developed. In subsequent visits to Tbilisi, and especially after independence was obtained from Russia, the issue of a school leader preparation programme re-surfaced several times. The sections of this paper discuss several elements of Georgian life that affect educational planning, and particularly the issues involved in forming a preparation programme for school leaders.
Addresses the lack of success in educational reform efforts by utilizing a metacognitive analysis of the base assumption of most, if not all, current reform efforts. Suggests a different theoretical orientation and perspective for understanding education and attempts to improve it. By contrasting the common orientation of today and the one proposed, the paper applies this new perspective to two examples. Examines educational reform in light of the orientation proposed.
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