Auditory Perception and Reading: Another Look

1980 ◽  
Vol 3 (3) ◽  
pp. 19-29
Author(s):  
Jean R. Harber
Keyword(s):  
Oral Reading ◽  
Empirical Data ◽  
Auditory Perception ◽  
Silent Reading ◽  
Learning Disabled ◽  
Reading Performance ◽  
Disabled Children ◽  
Perceptual Skills ◽  
Word Analysis ◽  
The Relationship

While several practitioners have noted that learning disabled children often experience difficulties with certain auditory perceptual skills, only limited empirical data can be found to support or refute such an assumption. This study examined the relationship between two auditory perceptual skills — sound blending and auditory closure — and reading performance in learning disabled children. Three measures of reading performance were used: word analysis skills, oral reading, and silent reading performance. With the effects of intelligence and age controlled for, only the relationship between auditory closure and word analysis skills reached educational significance.

Automatization and Basic Fact Performance of Normal and Learning Disabled Children

1983 ◽  
Vol 6 (2) ◽  
pp. 223-230 ◽  
Author(s):  
Katherine Garnett ◽  
Jeannette E. Fleischner
Keyword(s):  
Learning Disabled ◽  
Academic Skills ◽  
Older Age ◽  
Basic Fact ◽  
Disabled Children ◽  
Rapid Automatic Naming ◽  
The Relationship ◽  
Naming Test

The relationship between automatization ability, as measured by the Rapid Automatic Naming Test (RAN), and proficiency in arithmetic basic fact computation was investigated. Subjects included 120 learning disabled and 120 nondisabled children between 8 and 13 years of age; 60 subjects in each group were designated as either younger or older. Significant correlations were obtained between RAN performance and basic fact proficiency for both the learning disabled and nondisabled groups. In addition, learning disabled subjects were found to be less proficient in basic fact computation and slower on RAN than their nondisabled peers at both younger and older age levels. Correlations were substantial enough to further inquire whether LD youngsters' lack of proficient basic fact skills may be due, in part at least, to weak automatization. The construct of automatization, or automaticity, has applicability to academic skills beyond those previously investigated.

Relative Effects of Two Previewing Procedures on LD Adolescents' Oral Reading Performance

1984 ◽  
Vol 7 (1) ◽  
pp. 39-44 ◽  
Author(s):  
Terry L. Rose ◽  
Lee Sherry
Keyword(s):  
Junior High School ◽  
Oral Reading ◽  
Learning Disabled ◽  
Reading Performance ◽  
Disabled Students ◽  
Alternating Treatments Design ◽  
Assigned Reading ◽  
Instructional Procedures ◽  
Student Reading ◽  
School Learning

An alternating-treatments design was used to investigate the relative effects of two oral reading previewing procedures: (a) silent: the student reads silently the assigned reading passage prior to reading it aloud, and (b) listening: the teacher reads the assigned selection aloud with the student following along silently prior to the student reading the passage aloud. Five junior-high school learning disabled students, four boys and one girl, participated in the study. In four of five cases results showed that systematic prepractice procedures were related to higher performance levels than was baseline (no prepractice). Differential effects were noted: the listening procedure was related to higher rates of words read correctly than was the silent procedure. The findings are discussed in terms of their implications for research and instructional procedures, especially as these relate to adolescent learners.

The Relationship between Creativity and Selective Attention in LD Boys

1979 ◽  
Vol 2 (1) ◽  
pp. 53-59 ◽  
Author(s):  
Sara G. Tarver ◽  
Barbara R. Buss ◽  
Ronald P. Maggiore
Keyword(s):  
Learning Disabilities ◽  
Selective Attention ◽  
Learning Disabled ◽  
Children And Youth ◽  
Disabled Children ◽  
Special Significance ◽  
The Relationship

Historically, most programming and research efforts in the field of learning disabilities have focused on the disabilities evidenced by LD children and youth. By representing an attempt to consider the positive attributes of LD individuals, the study of creativity in the learning disabled population takes on special significance. The results of this investigation support the relationship between selective attention and creativity in LD boys. However, it was found that the relationship changed as a function of age and the type of creativity measured. The issues raised by this line of inquiry should provide impetus for other investigations designed to explore such attributes as creativity in learning disabled children and youth.

Effects of two Error-Correction Procedures on Oral Reading

1982 ◽  
Vol 5 (2) ◽  
pp. 100-105 ◽  
Author(s):  
Terry L. Rose ◽  
Elizabeth McEntire ◽  
Carol Dowdy
Keyword(s):  
Error Correction ◽  
Oral Reading ◽  
Reading Skills ◽  
Relative Effectiveness ◽  
Learning Disabled ◽  
Reading Performance ◽  
Alternating Treatments Design ◽  
Systematic Correction ◽  
School Learning ◽  
Error Correction Procedures

An alternating-treatments design was used to investigate the relative effectiveness of two error-correction procedures, word supply and phonic analysis, on the oral reading performance of five elementary-school learning disabled students, four boys and one girl. All subjects had deficient oral reading skills. Results indicated that (a) increased oral reading rates were related to systematic correction procedures, and (b) the word-supply procedure was relatively superior to the phonic analysis method. Possible reasons for these findings are discussed, as are suggestions for future investigations and implications for instruction.

Effects of Illustrations on Reading Performance: Implications for Further LD Research

1980 ◽  
Vol 3 (2) ◽  
pp. 60-70 ◽  
Author(s):  
Jean R. Harber
Keyword(s):  
Reading Comprehension ◽  
Word Recognition ◽  
Learning Disabled ◽  
Reading Performance ◽  
Beginning Readers ◽  
Disabled Children ◽  
The Poor ◽  
Research Findings ◽  
Printed Word ◽  
Low Ability

This article reviews available research findings on the influence of illustrations on the reading performance (i.e., word recognition and reading comprehension) of beginning readers in general and in specific subgroups of beginning readers (e.g., poor achievers, low-ability students). Findings suggest that the presence of illustrations interferes with poorly achieving and low-ability children's performance on word recognition tasks and that illustrations are of questionable value to such children's performance on reading comprehension tasks. The possibility that illustrations serve to distract the poor reader's attention from the printed word is discussed. The inability to filter out extraneous stimuli and focus selectively on a task frequently seen in learning disabled children is presented in terms of selective attention theory. Suggestions are offered for further research on the effect of illustrations on learning disabled youngsters' reading performance.

The Relationship between Independent Reward Preferences for Learning Disabled Children

1976 ◽  
Vol 43 (2) ◽  
pp. 95-96
Author(s):  
David A. Sabatino ◽  
Donald Naiman ◽  
Glen Foster
Keyword(s):  
Learning Disabled ◽  
Disabled Children ◽  
The Relationship

Comparison of the Luria-Nebraska Neuropsychological Battery—Children's Revision and the WISC—R with Learning Disabled Children

1987 ◽  
Vol 65 (3) ◽  
pp. 911-916 ◽  
Author(s):  
Steven I. Pfeiffer ◽  
Jack A. Naglieri ◽  
Daniel H. Tingstrom
Keyword(s):  
Test Scores ◽  
Learning Disabled ◽  
Intellectual Ability ◽  
Disabled Children ◽  
Neuropsychological Battery ◽  
Present Sample ◽  
The Mean ◽  
The Relationship

This investigation concerned the relationship between the Luria-Nebraska Neuropsychological Battery—Children's Revision and the WISC—R for a sample of 32 children identified as learning disabled. The children's mean age was 9 yr., 11 mo.; they were identified as learning disabled on the basis of ability (WISC—R)/achievement discrepancy test scores. The sample was of low average intellectual ability according to the WISC—R and the Luria-Nebraska T-scores. Intercorrelations between scores on the WISC—R and Luria-Nebraska lists were generally nonsignificant, with the exception of language and arithmetic measures on each test. Also, 84% or 27 of the present sample of 32 were correctly identified as learning disabled using a criterion of three or more Luria-Nebraska subscale scores greater than one SD above the mean.

Effects of Relative Competence on Learning Disabled Children'S Oral Reading Performance

1984 ◽  
Vol 7 (1) ◽  
pp. 108-112 ◽  
Author(s):  
Barbara W. Gottlieb
Keyword(s):  
Oral Reading ◽  
Social Facilitation ◽  
Learning Disabled ◽  
Dependent Measure ◽  
Reading Performance ◽  
Academic Instruction ◽  
Reading Errors ◽  
Main Effect ◽  
The Impact ◽  
Better Than

The effect of social facilitation, particularly the impact of perceived evaluation and relative competence of handicapped learners, was tested to determine its efficacy in predicting 26 learning disabled children's oral reading performance. Two conditions reflected the competence variable: low relative competence and similar relative competence. The dependent measure was number of oral reading errors. Results revealed a significant main effect, indicating that children who read with similar-ability peers performed significantly better than when they read with peers of superior ability. Results are discussed in relation to mainstreaming decisions and homogeneous groupings of students for direct academic instruction.

Auditory and Visual Vigilance in Normal and Learning Disabled Readers

1980 ◽  
Vol 3 (2) ◽  
pp. 71-78 ◽  
Author(s):  
H. Lee Swanson
Keyword(s):  
Performance Test ◽  
Continuous Performance Test ◽  
Visual Presentation ◽  
Learning Disabled ◽  
Reading Performance ◽  
Continuous Performance ◽  
Disabled Children ◽  
Normal Children ◽  
Reading Deficiencies ◽  
Disabled Readers

The Continuous Performance Test was administered to normal and learning disabled males (CA 12.5) to test the proposition that learning disabled children manifest an attention deficit related to reading performance. Children were tested on two task lengths (4.45 and 9.30 minutes) and two modalities (auditory and visual) in which dependent measures were correct detections and false responses. As expected, learning disabled children with reading deficiencies made significantly fewer correct detections and more false responses than did normal children. There was no strong evidence to indicate that a visual presentation provided better attention for learning disabled children. Results were interpreted as supporting the notion that learning disabled readers are underattentive to critical stimuli.

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