Auditory and Visual Rhythm Perception and Reading Ability

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

doi:10.2307/1127312

Cited by 48 publications

(17 citation statements)

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“…The present results indicate that, as in the study of Rudnick et al (1967), auditory-visual integration discriminates between good and poor spellers in the youngest age group alone, and, as in the study of Vande-Voort et al (1972). that visual-auditory integration is a stronger predictor of reading ability than auditory-visual integration is.…”

Section: Discussionsupporting

confidence: 87%

“…Satz, Rardin, and Ross (1971) found that it did in 7-to 8-year-olds but not in 11-to 12-year-olds. Rudnick, Sterritt, and Flax (1967) found that by the fourth grade cross-modal perception and intelligence increase in importance as predictors. This indicates that some processes critical at one stage of reading development may be less critical at others (Rutter & Yule, 1975).…”

mentioning

confidence: 96%

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Relations Between Spelling and Performance in Nigerian Elementary School Children

Nwanze

1985

The Journal of Social Psychology

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Section: Discussionsupporting

confidence: 87%

mentioning

confidence: 96%

Relations Between Spelling and Performance in Nigerian Elementary School Children

Nwanze

1985

The Journal of Social Psychology

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“…Kahn (1965) extended the Birch-Belmont test to twenty items and reported that AVI was a significant predictor of word knowledge but not of comprehension. Sterritt and Rudnick (1966) and Rudnick and Sterritt (1967) further modified testing procedures of Birch and Belmont, but generally supported the finding that AVI was a predictor of reading ability and was more important to reading at the third grade than at fourth grade.…”

mentioning

confidence: 71%

The Importance of Memory and Integration Factors to Oral Reading Ability

Rodenborn¹

1970

Journal of Reading Behavior

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One-hundred and eighty randomly selected elementary school students, stratified to include an equal number of boys and girls at each of the six levels and each scoring within 1 SD for the total IQ Mental Maturity, were tested to gain an estimate of the reliability of the three constructed tests (in the areas of auditory memory, visual and auditory-visual integration [AVI]). Findings of the study highlighted the value of mental age as a predictor of reading achievement. Mental age was found to be (1) linearly related to AVI and (2) a predictor of reading achievement whose efficiency is not increased considerably by the addition of selected auditory factors.One of the problems in education that continues to defy solution is the large number of children who experience extreme difficulty in learning to read. After countless numbers of new approaches to reading instruction have been proposed and tested, no evidence has been produced to indicate that any instructional method or technique will eliminate the large percentage of youngsters who yearly become reading failures.Another facet of research into reading disabilities has concentrated on identifying the sub-abilities required to translate printed symbols into meaningful understanding. This research is based on the premise that there are basic perceptual abilities required for a child to master the decoding aspects of reading and that these abilities can be both measured and trained.Typical procedure has consisted of designing instruments to measure hypothesized constructs, testing groups of disabled and normal readers with these instruments, and recommending training activities that closely parallel the tests administered when the disabled reader groups show deficiencies in the measured ability. The fact that such tests and training are of questionable validity has not slowed the rush of educators and others, in establishing perceptual training classes.Among the abilities that have been identified as sub-abilities in reading are auditory memory, auditory discrimination, auditory blending, visual memory, and a host of visual-perceptual and visualmotor abilities.

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“…Toutefois, dans des mêmes tâches, Freides ( 1974) ne trouve pas de différence entre les deux groupes en ce qui concerne la rapidité à donner leurs réponses et Senf (1969),Senf etFreundl (1971, en ce qui a trait au rappel de l'information. Par contre, Rudnick, Sterritt et Flax ( 1967 ) n'ont pu confirmer les données de Birch et Belmont ( 1963,1964. Nous-même, dans une étude encore inédite, n'avons pu établir une relation ferme et constante entre, d'une part, des troubles de latéralité (fonctionnelle et de connaissance) en conjonction avec la discrimination perceptivovisuelle et d'autre part, des difficultés d'identification des formes graphiques en lecture (Ruel et Dubois-Poirier, 1980).…”

Section: Il Peut Arriver Que « Les Niveaux Du Fonctionnement Visuelunclassified

Intégration visuo-motrice et troubles d’apprentissage : perspectives présentes et prospectives

Ruel

2009

rse

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-Current debates on the question of learning disabilities are seen as a source of change for intellectual and professional attitudes towards psycho-scolastic evaluation and education or reeducation. In light of the pehnomenons of visual-motor integration, the author proposes that the problem be reformulated by drawing on our knowledge of neurobiology.Resumen -La discusiôn actual sobre la problemâtica de los trastornos en el aprendizaje son percibidos como una fuente de modificaciôn en las actitudes intelectuales y profesionales frente a la evaluation psicoescolar y al acto educativo o reeducativo. A la luz de los fenômenos de integraciôn visuales y motrices, el autor propone que la problemâtica sea reformulada inspirândose en los conocimientos que nos proporciona la neurobiologia. Zusammenfassung -Die gegenwartigen Diskussionen tiber den Problemkreis derLernschwierigkeiten werden als eine Quelle von Ànderungen der intellektuellen und beruflichen Einstellung gegeniiber der schulpsychologischen Evaluation sowie gegenuber dem Erziehungs-und und Umerziehungsakt selbst betrachtet. Im Licht der Phànomene der visuell-motorischen Integration schlàgt der Autor eine Neuformulierung der Problematik vor, die sich der uns von der Neurobiologie gebotenen Erkenntnisse bedienen konnte.

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Auditory and Visual Rhythm Perception and Reading Ability

Cited by 48 publications

References 0 publications

Relations Between Spelling and Performance in Nigerian Elementary School Children

Relations Between Spelling and Performance in Nigerian Elementary School Children

The Importance of Memory and Integration Factors to Oral Reading Ability

Intégration visuo-motrice et troubles d’apprentissage : perspectives présentes et prospectives

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