Auditory-temporal rhythm perception or the ability to transpose from auditory-temporal to visual-spatial patterns is related to reading in fourth-grade boys in a way that is not fully accounted for by general intelligence.
Nine tests requiring visual or auditory pattern comparison, visual-auditory intersensory integration, temporal-spatial integration, or both types of integration simultaneously were administered to 414 first-grade children. Error scores indicate that neither auditory-visual nor temporal-spatial integration is more difficult than similar comparisons not involving integration. Spatial patterns were much easier to compare by contrast to temporal patterns.
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