Relationship Between Auditory-Visual Integration, Reading Readiness, and Conceptual Tempo

1976 ◽  
Vol 93 (2) ◽  
pp. 181-189 ◽  
Author(s):  
Howard Margolis
1978 ◽  
Vol 10 (4) ◽  
pp. 359-362 ◽  
Author(s):  
Howard Margolis ◽  
Nedra Peterson ◽  
H. Skipton Leonard

The primary purposes of this study were to (1) ascertain the effects of kindergarten conceptual tempo classification on middle of first-grade reading performance; (2) compare the results obtained by the traditional Matching Familiar Figures Test double median split classification procedure with results obtained by computing a linear score for each child which combined his MFF standard scores for latency and errors. Regardless of the classification procedure, conceptual tempo did not significantly influence reading achievement at the .05 level. When equated for kindergarten reading readiness scores, significant vocabulary and comprehension differences were not found for tempo, sex, or interaction. It was concluded that the conceptual tempo of kindergartners does not appear of utility in predicting their middle of first-grade reading performance.


2016 ◽  
Vol 2 (09) ◽  
pp. 587-592
Author(s):  
Antonio M. Reyes-Rodríguez ◽  
Justo García-Sanz-Calcedo ◽  
Lorenzo García-Moruno ◽  
Julio Hernández-Blanco

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Alina Schulte ◽  
Christiane M. Thiel ◽  
Anja Gieseler ◽  
Maike Tahden ◽  
Hans Colonius ◽  
...  

Abstract Age-related hearing loss has been related to a compensatory increase in audio-visual integration and neural reorganization including alterations in functional resting state connectivity. How these two changes are linked in elderly listeners is unclear. The current study explored modulatory effects of hearing thresholds and audio-visual integration on resting state functional connectivity. We analysed a large set of resting state data of 65 elderly participants with a widely varying degree of untreated hearing loss. Audio-visual integration, as gauged with the McGurk effect, increased with progressing hearing thresholds. On the neural level, McGurk illusions were negatively related to functional coupling between motor and auditory regions. Similarly, connectivity of the dorsal attention network to sensorimotor and primary motor cortices was reduced with increasing hearing loss. The same effect was obtained for connectivity between the salience network and visual cortex. Our findings suggest that with progressing untreated age-related hearing loss, functional coupling at rest declines, affecting connectivity of brain networks and areas associated with attentional, visual, sensorimotor and motor processes. Especially connectivity reductions between auditory and motor areas were related to stronger audio-visual integration found with increasing hearing loss.


2020 ◽  
Vol 7 ◽  
Author(s):  
William Paul Boyce ◽  
Anthony Lindsay ◽  
Arkady Zgonnikov ◽  
Iñaki Rañó ◽  
KongFatt Wong-Lin

1996 ◽  
Vol 90 (3) ◽  
pp. 190-193 ◽  
Author(s):  
A.V. McComiskey

The Braille Readiness Skills Grid is designed to help those who work with young children who are blind or visually impaired identify, in a systematic manner, activities and skills that will foster braille readiness in children who are potential braille readers. Three intended benefits of the grid are (1) to increase parents’ confidence in interventions that foster braille reading readiness, (2) to encourage adults to engage potential braille readers in systematic braille readiness activities from infancy, and (3) to renew the confidence of teachers, parents, and children who are potential braille readers and to foster the children's enthusiasm for reading.


1973 ◽  
Vol 36 (3_suppl) ◽  
pp. 1063-1066 ◽  
Author(s):  
Andrew H. Gregory ◽  
H. Margaret Gregory

Two auditory-visual integration tests were given to 86 children from 6 yr. to 11 yr. One test was basically that developed by Birch; the other used Morse-type stimuli. The children were also given tests of nonverbal intelligence, reading and vocabulary. With age and intelligence partialled out, the Morse form of test was significantly more highly correlated with reading ability than the Birch test. Reasons are suggested as to why the Morse version may be a better test of some of the underlying skills involved in reading.


2018 ◽  
Vol 265 ◽  
pp. 271-278 ◽  
Author(s):  
Tyler B. Grove ◽  
Beier Yao ◽  
Savanna A. Mueller ◽  
Merranda McLaughlin ◽  
Vicki L. Ellingrod ◽  
...  

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