Variables Influencing Auditory-Visual Integration in Normal and Retarded Readers

Abstract

The present study examined the relationship of auditory-visual integration and reading performance in a sample of British 8 to 9 year olds. The effects of I.Q. and sex differences were examined as possible moderating variables. Significant correlations were obtained between auditory-visual integration and reading ability in the total sample. Although sex was not a significant contributor to the relationship the results suggest that I.Q. did make a significant contribution especially at the lower levels.

A Study of the Relation of Rhythm Ability to Reading Achievement in a Sample of Fifth-Grade Students

“…Auditory-visual integration is a significant correlate of reading, independent of IQ Belmont, 1964, 1965;Berry, 1967;Jorgensen and Hyde, 1974;Kahn and Birch, 1968;Sterrit and Rudnick, 1966). This conflicts with findings of Ford (1967) and Ward (1977) who found that intelligence makes a significant contribution to auditory-visual integration.…”

“…Most researchers agree that these factors are positively related to reading ability (McGinitie, 1967;Myklebust, 1954;Richie and Aten, 1976;Wepman, 1960). While many researchers agree that judgments of auditoryvisual equivalence are positively related to reading proficiency (Birch and Belmont, 1964;Kahn and Birch, 1968;Robinson, 1973;Ward, 1977), others believe that auditory-visual integration is not a critical skill in reading, and that undefined factors are responsible for the positive results of sensory integration studies (Bryden, 1972;Vande Voort, Senf and Benton, 1972).…”

“…Sex is not a significant variable according to Ward (1977) and Muehl and Kremenak (1968). However, Reilly (1971) and Jorgensen and Hyde (1974) maintain that auditory-visual integration and reading proficiency seem to be related and that sex makes a significant difference at some grade levels.…”

“…Some researchers believe that judgments of auditoryvisual equivalence are positively related to reading proficiency Belmont, 1964, 1965;Kahn and Birch, 1968;Robinson, 1973;Ward, 1977). Birch and Belmont (1964), in their original study, found that young children have difficulty in matching temporal rhythms of taps against visual sequences of dots.…”