Reading Ability and Auditory Discrimination: a Further Consideration

Groff, Patrick

doi:10.1177/105345127901400308

Cited by 8 publications

(5 citation statements)

References 2 publications

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“…In attempting to resolve questions about the nature of the association between perceptual processes and reading ability, it was possible to find support for a positive relationship between auditory perception (e.g., Dykstra, 1966;McNinch, 1971;Sabatino, 1973), visual perception (e.g., Barrett, 1965;Frostig, 1972;Goins, 1958) and reading achievement as well as opposition to the assumption that auditory perception (Groff, 1975;Hammill & Larsen, 1974) and visual perception (Cohen, 1969;Larsen & Hammill, 1975) were important correlates of reading achievement. The variant interpretations were partially the result of difficulties in delineating facets of auditory and visual perception (Sabatino, 1979) and measuring perceptual skills (Coles, 1978), as well as methodological problems in the empirical literature (Samuels, 1973).…”

mentioning

confidence: 99%

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

Kavale

Forness

2000

Learning Disability Quarterly

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Meta-analysis was used to integrate statistically the literature assessing the relationship between auditory and visual perception and reading achievement. From 267 studies conducted between 1950-1980, 2,294 correlation coefficients were collected and aggregated into homogeneous groupings across five auditory perceptual skills, eight visual perceptual skills, four reading skills, and two subject groups. Findings were interpreted through the binomial effect size display, which indicates the increase in predictive accuracy rather than the percent of variance explained (r2). Stepwise multiple-regression analyses were used to order perceptual skills in terms of their usefulness for predicting reading skills and to examine the role of intelligence in prediction. The findings indicated that auditory and visual perceptual skills can successfully increase the accuracy of predicting reading achievement, but the magnitude of the increases in predictive accuracy was contingent upon the combination of variables studied and was significantly reduced if an IQ score was known. It was concluded that, while there was some justification for early conceptualizations of learning disability emphasizing perception, the limitations surrounding the magnitude and nature of the relationship between perceptual skills and reading as well as recent advances showing other processes holding greater promise for explaining reading disability, perceptual processes no longer need to be considered primary factors in predicting reading ability.

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confidence: 99%

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

Kavale

Forness

2000

Learning Disability Quarterly

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“…Various kinds of phonetic analytic skills have been studied, including the ability to divide words into constituent phonemes, to blend phonemes into recognizable words, and to add or delete phonemes from various parts of blends. 1 These analytic skills appear to be better predictors of beginning reading achievement than other auditory skills such as hearing acuity (Goetzinger, Dirks, & Baer, 1960;Poling, 1953;Reynolds, 1953;Robinson, 1946) and phoneme discrimination (Calfee, Chapman, & Venezky, 1972;Groff, 1975Groff, , 1979Hammill & Larsen, 1974;Wallach, Wallach, Dozier, & Kaplan, 1977). The phonetic analytic skill of interest in the present study was the ability to segment words into phonemes, Those who regard speech as primary and writing as parasitic on speech often assume that phonetic segmentation is a prerequisite for learning to read and that it should be taught as an oral analytic skill before children are introduced to print.…”

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confidence: 99%

Do alphabet letters help prereaders acquire phonemic segmentation skill?

Hohn¹,

Ehri²

1983

Journal of Educational Psychology

102

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Two common assumptions were tested, that phonemic segmentation skill is learned best in the oral mode and that teaching segmentation with alphabet letters confuses learners. Three treatment groups of prereaders were formed. The letter group was taught to segment nonword blends using letter tokens. The nonletter group was taught to segment blends with tokens lacking letters. A control group received no training. Experimental groups took about the same time and number of trials to reach criterion during training, indicating that neither method was more difficult or time consuming. Errors indicated that letters helped subjects learn to distinguish phoneme-size units and to remember the correct sounds during the task. On a segmentation posttest, letter and nonletter subjects segmented unpracticed blends better than controls, indicating that both groups acquired general segmentation skill. Letter subjects were superior to nonletter subjects in segmenting practiced sounds, with both groups surpassing controls. The preferred interpretation for the advantage of letters is that they provide learners with a mental symbol system for representing and thinking about specific phonemes.

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“…Although it appears from various studies that children may have a preferred modality (Beery 1967, Birch & Belmont 1964, 1965, Blank 1968, Mira 1968), the work of Deutsch (1964), Chall (1967), deHirsch, Jansky, and Langford (1966, Gickling and Joiner (1974), Newcomer and Goodman (1975) as well as the studies of countless other researchers, suggests that neglecting the auditory component in reading produces seriously crippled readers. Perhaps Groff (1975) spirit. We can no longer take comfort in the rather arrogant defenses made for a causal relationship here.…”

Section: Discussionmentioning

confidence: 96%

An Analysis of Auditory Attending Skills

Camp

1980

J Learn Disabil

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Reading Ability and Auditory Discrimination: a Further Consideration

Cited by 8 publications

References 2 publications

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

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

Do alphabet letters help prereaders acquire phonemic segmentation skill?

An Analysis of Auditory Attending Skills

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