Acquiring Skill in Reading: A Review of Experimental Research

Maliphant, Rodney; Supramaniam, S.; Saraga, Esther

doi:10.1111/j.1469-7610.1974.tb01243.x

Cited by 4 publications

(2 citation statements)

References 33 publications

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“…Additional improvement in this study would have come from use of more precise socioeconomic measures. Despite differences on this variable, the use of a dichotomous measure of SES has not been particularly useful at the present stage of knowledge (Rutter, 1978 In summary, the present results lend further credence to the position that reading is a highly complex activity which is dependent upon many cognitive skills (Maliphant et al, 1974;Benton, 1978;Rutter, 1978; Fletcher & ).…”

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The developmental relationship between neuropsychological and achievement variables : a cluster analytic study / by Charles A. Schauer.

Schauer¹

1979

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“…Because reading is a highly complex activity which utilizes a great number of skills (Maliphant et al, 1974; Gibson & Levin, 1975) and exhibits a strong relationship to other academic subjects (Rutter, 1978), the researcher is free to choose the level at which he will differentiate the syndromes (Boder, 1973;Rutter, 1978).…”

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confidence: 99%

The developmental relationship between neuropsychological and achievement variables : a cluster analytic study / by Charles A. Schauer.

Schauer¹

1979

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Cognitive, social, and other correlates of specific reading retardation

Aman

1979

J Abnorm Child Psychol

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Children with specific reading retardation were matched with controls on the basis of age, sex, intelligence, and (less successfully) parental education. All subjects were tested on a variety of automated performance tests including the Matching Familiar Figures (MFF) Task, Auditory-Visual Integration, Short-Term Memory, the Continuous Performance Task (CPT), and Motor Performance. All children were assessed socially using the Conners Teacher Questionnaire, and reading-retarded children were rated on the Behavior Problem Checklist. Finally, all children were screened with the Finger Twitch Test and were assessed for left-right awareness. Statistical analysis suggested that the following performance tests discriminated between the groups in this respective order of importance: MFF (Accuracy), Auditory-Visual Integration, and the CPT. The Short-Term Memory Task, MFF Decision Time, and Motor Performance did not distinguish between the groups. Multiple regression equations suggested that scores on the performance tests could account for about 40% of the variance in reading attainment. Several factors from the rating scales (notably those pertaining to attention and anxiety) and left-right awareness also discriminated between the groups.

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