Some Correlates of Reading Retardation

Abstract

A battery of perceptual, visual-motor and intellectual tests was administered to 71 boys and 71 girls as preschoolers. This was the entire enrollment for Grade 1 in a suburban elementary school. Chronological ages at the time of testing ranged from 5.5 to 6.5 yr. The intention was to provide a psychometric description of preschool children who subsequently might have difficulty in acquiring reading skills, with a view to early intervention by means of corrective techniques and appropriate programs. Several variables correlated significantly with reading skills as determined by a standardized reading test at the end of the first year. Reading retardation did not appear to be related to any specific single variable. The Stanford-Binet mental age, a more global measure, seemed most efficient as a predictor of future academic progress. Success in the first year is inversely correlated with the number of developmental deficiencies identified by testing.

Informal or Open‐area Education in Relation to Achievement and Personality

“…All of the children in their kindergarten year were tested on variables which have been found to be related to learning skills (Bell and Aftanas, 1972; DeHirsch cf a/., 1966; Ilg and Ames, 1964). These included general intelligence, visualmotor co-ordination, visual and auditory perception, memory, linguistic, and social competency.…”

“…An assumption apparently made by advocates of the progressive programme is that all children come to school highly motivated and eager to learn, with appropriate patterns of social behaviour and the skills essential to effective academic achievement (Williams, 1971). In reality, a large percentage of beginners fail to fit these requirements (Bell and Aftanas, 1972; DeHirsch et ul. 1966;Ilg and Ames, 1964;MacGinitie, 1969).…”