Auditory and Visual Perception Processes and Reading Ability: A Quantitative Reanalysis and Historical Reinterpretation

Kavale, Kenneth A.; Forness, Steven R.

doi:10.2307/1511348

Cited by 36 publications

(27 citation statements)

References 55 publications

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“…Although these abilities may contribute to the earliest stages of reading acquisition (e.g., the logographic stage; see Ehri, 1992;Frith, 1985), other research has also indicated that that these abilities are not strongly associated with general reading skills and general reading failure during the school-age years (e.g., Evans et al, 2002;Kavale & Foreness, 2000;McGrew, 1993). Perhaps individual differences in the ability to visualize images described by the text covary with reading comprehension skills to some degree.…”

Section: Group Profilesmentioning

confidence: 99%

Cattell–Horn–Carroll cognitive ability profiles of poor comprehenders

2006

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This study examines cognitive ability profiles of children with specific agebased normative weaknesses in reading comprehension and compares those profiles to the profiles of (a) children with at least average achievement in reading comprehension, reading decoding skills, and mathematics and (b) children with low achievement across the 3 achievement areas. When compared across 9 cognitive ability composite scores derived from Cattell-Horn-Carroll theory and measured by the Woodcock-Johnson III [Woodcock, McGrew, & Mather (2001). Woodcock-Johnson. Itasca, IL: Riverside], groups differed in overall level of performance. When individual abilities were considered, the poor comprehenders scored significantly lower than the average achievement group on all nine composite scores and significantly lower than the normative population on all composite scores except Processing Speed and Long-Term Retrieval. In contrast, the poor comprehenders also scored significantly higher than the low achievement group on all composite scores except for Visual-Spatial Thinking and Phonemic Awareness. Although the poor comprehenders as a group scored lowest on composite scores measuring language-and knowledge-based abilities, review of the profiles of individual poor comprehenders revealed no consistent pattern of performance across cognitive ability composite scores.

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Section: Group Profilesmentioning

confidence: 99%

Cattell–Horn–Carroll cognitive ability profiles of poor comprehenders

2006

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“…The number of the children in the anxiety (poor) reading level were high (79%) as well. In addition, Kavale and Forness [17] indicated that auditory and visual perception skills have a positive effect on reading achievement.…”

Section: Discussionmentioning

confidence: 99%

Analyzing the Reading Skills and Visual Perception Levels of First Grade Students

Çayir¹

2017

ujer

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The purpose of this study was to analyze primary school first grade students' reading levels and correlate their visual perception skills. For this purpose, students' reading speed, reading comprehension and reading errors were determined using The Informal Reading Inventory. Students' visual perception levels were also analyzed using Beery-Buktenica Developmental Visual Motor Coordination Test. Results have shown that most of the students were in the anxiety (poor) level (75%) and the rest of the children were in the instructional level (25%). It has been found that instructional level first grade students had better scores in reading speed, reading comprehension, and reading errors. They also had significantly (p<0.01) better scores on the visual perception test. The Pearson correlation test also indicated that there is a positive relation between visual perception skills (visual perception and visual motor coordination) and reading levels. It has been suggested that students' visual perception skills should be supported for successful reading processes.

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“…Wright (1976) revealed that intellectual and visual-motor variables were more closely related to reading achievement. Kavale and Forness (2000) investigated the relationship between auditory and visual perception and reading achievement. The findings indicated that auditory and visual perceptual skills can successfully increase the accuracy of predicting reading achievement.…”

Section: Discussionmentioning

confidence: 99%

The Analysis of Reading Skills and Visual Perception Levels of First Grade Turkish Students

Memiş

Sivri

2016

Journal of Education and Training Studies

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In this study, primary school first grade students' reading skills and visual perception levels were investigated. Sample of the study, which was designed with relational scanning model, consisted of 168 first grade students studying at three public primary schools in Kozlu, Zonguldak, in 2013-2014 education year. Students' reading level, reading comprehension, reading errors were determined by "The Informal Reading Inventory", and their visual perception levels were determined with "Developmental Test of Visual Perception-2". Data was coded in SPSS version 22.0. As a result of the study, the majority of students was identified at the level of anxiety while thirty four students was identified at the instructional level, it was also seen that there was no student at an independent level. Instructional level students had higher reading speeds and reading comprehension than anxiety level students significantly. Anxiety level students had higher reading error rates than instructional level students significantly. It was seen that instructional level students having higher reading levels had significantly higher general visual, motor-independent, and visual-motor perception than anxiety level students. While anxiety level students were above average, instructional level students are superior all visual perception abilities.There is a positive meaningful relationship between the all levels of visual perception, and reading speed, reading comprehension. As first grade students' general visual perception, motor-independent visual perception, and visual-motor perception scores increased, reading speed and reading comprehension increased, reading error scores decreased.

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Auditory and Visual Perception Processes and Reading Ability: A Quantitative Reanalysis and Historical Reinterpretation

Cited by 36 publications

References 55 publications

Cattell–Horn–Carroll cognitive ability profiles of poor comprehenders

Cattell–Horn–Carroll cognitive ability profiles of poor comprehenders

Analyzing the Reading Skills and Visual Perception Levels of First Grade Students

The Analysis of Reading Skills and Visual Perception Levels of First Grade Turkish Students

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