The effects of visual discrimination pretraining on learning to read a vocabulary list in kindergarten children.

Muehl, Siegmar

doi:10.1037/h0042736

Cited by 26 publications

(15 citation statements)

References 7 publications

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“…Similar conclusions have been reached in regard to measures of visual discrimination (Muehl, 1960). The present srudy was directed toward investigating auditory-visual integration skills as they are related to one demographic fearure of a school and reading success.…”

supporting

confidence: 57%

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Auditory-Visual Integration, School Demographic Features and Reading Achievement

Reilly

1972

Percept Mot Skills

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Research attempts to relate either auditory or visual discrimination skills to reading achievement have resulted in equivocal results. The present srudy was directed toward investigating auditory-visual integration skills as they are related to one demographic fearure of a school and reading success. For 225 students in Grades 1 to 4 it was concluded that auditory-visual integration ability was related to reading success, but in a complex manner, depending in part on developmental level and economic background. Differentiated teaching techniques, dependent upon economic background, might be considered and the screening of auditory-visual integration skills emphasized ptioc to teaching reading.Since 1930 considerable attention has been focused on auditory and visual discrimination and on the relationship of the two to reading achievement. A significant relation has been established between auditory discrimination and reading skill (Dykstra, 1.966); however, the addition of auditory discrimination scores to MAS does not add appreciably to the predictive power of MAS alone (Reynolds, 1963). Similar conclusions have been reached in regard to measures of visual discrimination (Muehl, 1960). In a rather thorough review of the literature, Barrett ( 1965) concluded that, to predict reading achievement accurately, visual discrimination tasks would have to be varied with the type of beginning reading program under consideration.There has been a dearth of research investigating the combined effects of visual and auditory discrimination on learning; Katz and Deutsch (1963) observed that most studies concentrated on a specific skill at one age level; they suggested additional, longitudinal research to explore the relationship between aural and visual skills at different developmental stages.Some efforts have been made in this direction. Reilly ( 1971) concluded that auditory-visual integration skills occur in stages. Significant differences in scores were achieved by students in Grades 1 through 4; moreover, girls appeared to develop auditory-visual integration skills earlier than boys and to level off in skill development sooner than boys.This study was an attempt to explore further the relation between auditoryvisual integration skills and reading achievement, at different grade levels and with children from schools of different demographic characteristics. It was assumed that pre-school experience may contribute significantly to the development of both auditory-visual integration skill and reading achievement.

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supporting

confidence: 57%

“…Similar conclusions have been reached in regard to measures of visual discrimination (Muehl, 1960). A significant relation has been established between auditory discrimination and reading skill (Dykstra, 1.966); however, the addition of auditory discrimination scores to MAS does not add appreciably to the predictive power of MAS alone (Reynolds, 1963).…”

mentioning

confidence: 53%

Auditory-Visual Integration, School Demographic Features and Reading Achievement

Reilly

1972

Percept Mot Skills

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“…Sometimes the confounding is more subtle. Muehl (1960) gave kindergarteners a simple visual discrimination task involving a nonverbal matching response. However, when the children were subsequently asked how they matched the graphic stimuli some reported using verbal labels (covertly) to identify the visual elements.…”

Section: Introductionmentioning

confidence: 99%

Early First-Grade Skills Related to Subsequent Reading Performance: A Seven Year Followup Study

Muehl

Nello²

1976

Journal of Reading Behavior

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Reports seven-year followup study of 56 Ss to assess contributions of first-grade skills to subsequent reading performance. The Harrison-Stroud Reading Readiness Profiles and WISC were administered to 5s early in first grade to form a pool of 19 skill tests. Multiple regression analyses were used to screen the skill tests to arrive at a set of independent and significant reading predictors. Results showed that two slightly different sets of skills emerged as short-and long-term predictors. In grade one and two, the ability to understand that printed words stand for ideas and the ability to make visual discriminations were important. Information background and reasoning ability emerged as significant predictors for the long term beginning in second and third grades. The ability to name letters proved a significant and independent predictor at every grade level. An analysis of the relationship of letter naming to other skills revealed that letter-naming ability in early first grade was related to a variety of skills involved in the reading process including sensory and intellectual skills. Related research suggested that individual differences in letter-naming performance in kindergarten and early first grade may reflect, in part, maturational differences among children.

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“…Studies Using Probit Analysis With Significant Results Boger (1952), Oliver (1958), Getman & Kane (1964, Anderson (1965), Rutherford (1965)) Forgone (1966)) Rice (1966)) Rosen (1966)) McClanahan (1967), Wheelock & Silvaroli (1967, , Bennett (1968)) Fortenberry (1968), Gill, Herdtner, & Lough (1968) (1969), Cornish (1970), Furner (1970) Hiers ( 19701, Lipton (19701, Litchfield (1970)) Harkens (197 1 ), Lavin (197 1 ), Maleborn (197 11, McRae (197 11, Ayres (1972 Kamar (1973), Whisler (1974), Fuchs (1979 (1965) ( ), O'Connor (1969, Okada (1969), Cox (1970)) Kannegieter (19701, Maloney, Ball, & Edgar (1970)) Patrinakou (1970), Axelrod (1972)) Hedges & Hardin (1972)) Elmore (1973), Bieger (1974), Neman, Roos, McCann, Menolascino, & Heal (1974) Bieger (1978).…”

Section: Appendix 2 Remaining Studiesmentioning

confidence: 99%

Analysis of Kavale and Mattson's “Balance Beam” Study (1983): Criteria for Selection of Articles

Nolan

2004

Percept Mot Skills

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The effects of perceptual motor training in children with learning disabilities have been hotly debated for many years. Proponents have included many of the pioneers in the fields of learning disabilities and motor development. Among the challenges perhaps the most sophisticated one has been the meta-analysis by Kavale and Mattson. Their conclusion was that perceptual motor training was not an effective intervention for children with disabilities. The purpose of this project was to analyze critically the Kavale and Mattson meta-analysis from the perspective of an adapted physical educator and to consider the validity of this meta-analysis when examining multiple interventions dealing with a multitude of disabilities. A critical analysis of all 180 studies question their conclusions.

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The effects of visual discrimination pretraining on learning to read a vocabulary list in kindergarten children.

Cited by 26 publications

References 7 publications

Auditory-Visual Integration, School Demographic Features and Reading Achievement

Auditory-Visual Integration, School Demographic Features and Reading Achievement

Early First-Grade Skills Related to Subsequent Reading Performance: A Seven Year Followup Study

Analysis of Kavale and Mattson's “Balance Beam” Study (1983): Criteria for Selection of Articles

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