Auditory and Visual Rhythm Perception and Reading Ability

Rudnick, Mark; Sterritt, Graham M.; Flax, Morton

doi:10.1111/j.1467-8624.1967.tb04365.x

Cited by 11 publications

(11 citation statements)

References 4 publications

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“…One consisted of traditional measures of intelligence as tapped by the Kuhlman-Andcrson (KA), the Stanford-Binet, and the Wechsler Intelligence Scale for Children (WISC). Reading ability has been noted to be increasingly related to intelligence as children progress beyond the primary grades (Rudnick, Sterritt, & Flax 1967, Sterritt & Rudnick 1966). Since reading is basically a verbal learning task, it seemed reasonable to expect intelligence tests with a large verbal component to be related also to rate of progress in learning to read.…”

Section: Measures Of Intelligence and Learning Quotientmentioning

confidence: 99%

The Use of English Morphology by High-Risk and Learning Disabled Children

Wiig¹,

Semel²,

Crouse³

1973

J Learn Disabil

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The present study examined the relationship between performance on tests of auditory and visual perception and learning rate in reading lessons. Subjects were 69 children with severe dyslexia (2-5 years below grade level) who participated in a standard tutorial program designed along behavior therapy lines. Prior to placement in the tutorial reading program, children were tested with the Wide Range Achievement Test, the Bender -Gestalt, the Raven, a test of auditory-visual integration, and a test of visual-spatial perception. Learning rates were determined for 42 children. Significant correlations were found among the psychometric tests but not between psychometric tests and learning rate. Children achieving above and below expectancy in tutoring differed significantly in learning rate and amount of gain over 6 months but not on any of the psychometric tests. It was concluded that perceptual deficiencies may be more frequent in disabled readers, but learning rate and achievement are not related to the degree of perceptual deficiency.How important are psychometric test profiles in distinguishing differences in learning ability? Studies of visual-motor functioning, auditory perception, and auditory-visual integration have usually shown inferior performance in children with reading disability as compared to normal readers (Bateman 1966). Because of the regularity with which such deficiencies have been described, they have been implicated both as causal factors in reading disability and as variables which should interfere with learning.Educators presenting an opposing view, such as Bateman (1969) and Cohen (1969), have pointed out that perceptual deficiencies may indeed be present but are often unimportant for learning. Cohen (1969), for example, has said:To put it succinctly, on the basis of present data, I would play the visual-perceptual game if I were in the visual-perception or the IQ business. But, in the reading field, the surest way to get urban ghetto kids to read is to teach them letters and words and to do it thoroughly, (p. 503] Although Cohen was referring to ghetto children, Burks (1968) has noted that many feel the same is true with respect to other children as well.One type of evidence which could contribute to resolving this question would be to determine what relationship, if any, exists between various psychometric test results and learning in a standard situation. Thus, if learning varies as a function of perceptual or sensory integrating ability, there should be a high

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Section: Measures Of Intelligence and Learning Quotientmentioning

confidence: 99%

The Use of English Morphology by High-Risk and Learning Disabled Children

Wiig¹,

Semel²,

Crouse³

1973

J Learn Disabil

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“…While many studies raise questions of a methodological nature regarding details of the auditory-visual procedure (i.e. Beery, 1967;Bryden, 1972;Ford, 1967;Goodnow, 1971b;Jones, 1972;Jorgenson & Hyde, 1974;Kahn & Birch, 1968;MacKinnon & McCarthy, 1973;Reilly, 1971;Rudnick, Sterritt & Flax, 1967;Silverston & Deichmann, 1975;Sterritt & Rudnick, 1966), the visual-haptic procedures (Abravanel, 1968;Milner & Bryant, 1970) and populations sampled (Jorgenson & Hyde, 1974;Reilly, 1971Reilly, , 1972, the results in general support the original findings by Birch and Belmont (1964). However, differences have been reported concerning the developmental age at which cross modal integration is "proficient" (i.e.…”

Section: Discussionmentioning

confidence: 74%

“…Sterritt and Rudnick (1966) using a sample of fourth grade boys found that auditory-visual transfer is a significant independent predictor of reading achievement. Rudnick, Sterritt and Flax (1967) in an attempt to replicate the earlier study of Sterritt and Rudnick (1966) with 36 third grade boys concluded that visual perceptual abilities appear to decrease in importance while auditoryvisual transfer ability becomes increasingly important in predicting reading achievement. Muehl and Kremenak (1966) examined the relationship between prereaders' abilities to integrate sensory information and their reading achievement employing four matching tasks adapted from Birch and Belmont (1964).…”

Section: Sensory Integration Hypothesismentioning

confidence: 91%

“…Many of the reported experiments {i.e. Birch & Belmont, 1964;Ford, 1967;Kahn & Birch, 1968;MacKinnon & McCarthy, 1973;Sterritt & Rudnick, 1966;Rudnick, Sterritt & Flax, 1967) failed to include girls in the sample, or to examine whether there were sex related differences in sensory integration. Since more boys than girls are backward readers, the question of sex differences in sensory integration is of potential importance.…”

Section: Sex Differencesmentioning

confidence: 99%

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Cross Modal Functioning and Reading Achievement

Derevensky

1977

Journal of Reading Behavior

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The relationship between cross modal functioning and reading achievement was examined. A review of the literature supports the contention that sensory integration and cross modal functioning appears to be related to reading achievement. The degree of this relationship was found to be highly dependent upon the child's developmental level, sex, socio-economic background, and the task requirements. Inconsistencies in results were often a function of differences in methodology and instrumentation. The available hypotheses concerning intersensory functioning and their concomitant educational implications are discussed.

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“…Correct temporal and spatial integration is necessary for accurate word recognition. Early studies in which the integration of auditory and visual information was examined (Birch & Belmont 1965, Rudnick, Sterritt, & Flax 1967 suggest that relating temporal to spatial patterns is more difficult for the reading disabled than the normal child. Additionally, Bakker (1967) presented meaningful figures, meaningless figures, letters, and numerals in temporal succession to above-average and below-average disabled readers.…”

Section: Other Studies Of Disabled Readersmentioning

confidence: 99%

Reading Disability

Lipa

1983

J Learn Disabil

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One cause of severe reading disability appears related to dysfunction or "difference" in functioning of the language area in the left hemisphere. Research also suggests lateralization differences, temporal sequencing difficulties, and undifferentiated left hemisphere processing as characteristic of children with reading problems. Some of this research does not differentiate those children with severe reading disability from those with easily corrected problems.Attempts to teach children with reading difficulty have typically centered on teaching methodology or notions of perceptual modality preference related to either visual or auditory processing. These notions have been short-sighted in view of the fact that reading is a highly integrative task based on cognitive development. The field of neurology currently is expanding our data base regarding the role of the hemispheres in word processing.The educator needs to examine the reading task in relation to teaching methodologies and the type of response individuals must make to the print given different teaching methods. Severely disabled readers may need to learn to read using methods that go beyond currently acceptable standards.

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Auditory and Visual Rhythm Perception and Reading Ability

Cited by 11 publications

References 4 publications

The Use of English Morphology by High-Risk and Learning Disabled Children

The Use of English Morphology by High-Risk and Learning Disabled Children

Cross Modal Functioning and Reading Achievement

Reading Disability

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