Effects of Visual Perceptual Training on Visual Perceptual Skills and Reading Achievement

1973 ◽  
Vol 37 (2) ◽  
pp. 564-564 ◽  
Author(s):  
James C. Martin
Keyword(s):  
Reading Achievement ◽  
Perceptual Training ◽  
Perceptual Skills

Perceptual Training and Figure-Ground Performance in Low Vision

1990 ◽  
Vol 84 (5) ◽  
pp. 204-206 ◽  
Author(s):  
M. Trudeau ◽  
O. Overbury ◽  
B. Conrod
Keyword(s):  
Macular Degeneration ◽  
Low Vision ◽  
Relative Effectiveness ◽  
Age Related Macular Degeneration ◽  
Specific Training ◽  
Perceptual Training ◽  
Perceptual Skills ◽  
Age Related ◽  
Home Training ◽  
Study Participants

This study examined the utility of perceptual training with specific emphasis on figure-ground discrimination. Study participants had low vision which was caused by age-related macular degeneration. The authors studied the relative effectiveness of in-clinic and at-home training in comparison with a no-training condition. The results supported the hypothesis that perceptual skills, such as figure-ground discrimination, can be improved by practice and instruction. The need for task-specific training is also discussed.

Selected Relationships between Frostig Scores and Reading Achievement in a First Grade Population

1973 ◽  
Vol 37 (2) ◽  
pp. 515-519 ◽  
Author(s):  
Nelson F. Du Bois ◽  
Foster Lloyd Brown
Keyword(s):  
Reading Achievement ◽  
First Graders ◽  
First Grade ◽  
Intelligence Test ◽  
Perceptual Skills

To determine if the Frostig or any of its subtests measured any ability of first graders related to reading achievement (Gates) not already measured by a language-oriented intelligence test (Slosson) 163 first grade boys and girls were tested. The Frostig test did not measure any additional specific skills, perceptual or otherwise, beyond the Slosson, related to reading achievement. It appears that the Frostig scale is of limited worth as an instrument for measuring specific visual perceptual skills related to reading achievement in a typical first-grade population.

Computer-Based Perceptual Training as a Major Component of Adult Instruction in a Foreign Language

2013 ◽  
pp. 230-244 ◽  
Author(s):  
Charles S. Watson ◽  
James D. Miller
Keyword(s):  
Adult Learners ◽  
Training Program ◽  
Oral Communication ◽  
Esl Students ◽  
Perceptual Training ◽  
Perceptual Skills ◽  
Adult Instruction ◽  
Systematic Training ◽  
Computer Based ◽  
And Training

Millions of adult learners have acquired good-to-excellent literacy in English, but most of them continue to have difficulty with oral communication in that language. The more obvious their problem is with pronunciation, which varies from just noticeably “foreign” to very difficult to understand, the less apparent, but possibly fundamental to their overall skill level in English, is their difficulty in recognizing spoken sounds, words, and phrases of that language. Contemporary research has shown that adults are capable of learning to perceive a new language quite accurately, through systematic training. Perceptual skills acquired through such training are likely to contribute to continuing improvement in pronunciation and to an increasing vocabulary. Such a training program is described in this chapter, the Speech Perception Assessment and Training Program for ESL (SPATS-ESL). After 20-30 hours of training with this program, most ESL students are shown to achieve near-native recognition of the sounds of English and of words in sentences spoken at normal conversational rates.

Training Visual Perceptual Processes

1972 ◽  
Vol 5 (9) ◽  
pp. 552-559 ◽  
Author(s):  
Donald Hammill
Keyword(s):  
Reading Comprehension ◽  
Visual Perception ◽  
Spatial Relationships ◽  
Perceptual Training ◽  
Perceptual Skills ◽  
Brain Operations ◽  
Physical Elements ◽  
The Relationship ◽  
Positive Effect ◽  
Visual Discriminations

In this article, recent research and writing has been organized for the purpose of (1) operationally defining “visual perception,” (2) investigating the relationship between visual perception and reading comprehension, and (3) determining the effects of visual perceptual training on reading and visual perception. Visual perception was defined as those brain operations which involve interpreting the physical elements of the stimulus rather than the symbolic aspects of the stimulus and are usually referred to as visual discriminations and/or spatial relationships. It was concluded that little correlation existed between measures of visual perception and tests of reading comprehension and that training visual perceptual skills, using currently available programs, has no positive effect on reading and possibly none on visual perception.

scholarly journals An Experimental Study in Perceptual Modality Training

1970 ◽  
Vol 3 (4) ◽  
pp. 22-34 ◽  
Author(s):  
Marilyn Segal
Keyword(s):  
Skill Training ◽  
Reading Program ◽  
Kindergarten Children ◽  
Perceptual Training ◽  
Optimal Sequence ◽  
Perceptual Skills ◽  
Relative Value ◽  
Visual Skills ◽  
Perceptual Skill ◽  
Auditory Skills

In this study the differential effects of four different types of perceptual skill training programs on a population of disadvantaged kindergarten children were investigated. One program stressed general auditory and visual perceptual skills, a second auditory skills specific to decoding, a third visual skills specific to decoding, and a fourth auditory and visual skills specific to decoding. Each treatment group was taught by the same teachers. Post-tests included IQ, auditory and visual measures of reading readiness, and two learning rate tests. Two questions were investigated: (1) optimal sequence of perceptual training, and (2) the relative value of the four approaches. Results support the position that proficiency in lower level skills involving non-letter shapes and sounds is not a necessary prerequisite for success with letters shapes and sounds. On the question of the relative value of the four programs, differential performance of the four groups on individual post-tests suggests that the optimum perceptual program for a particular group could depend on the perceptual strength requirements of the projected reading program.

The Effects of a Visual Perception Training Program on Reading Achievement

1977 ◽  
Vol 9 (2) ◽  
pp. 188-192 ◽  
Author(s):  
Hal W. Seaton
Keyword(s):  
Reading Achievement ◽  
Visual Perception ◽  
Training Program ◽  
First Grade ◽  
Analysis Of Covariance ◽  
Reading Problems ◽  
Control Groups ◽  
Perceptual Skills ◽  
Perception Training ◽  
Experimental Group

This investigation attempted to determine the effects of visual perception training on beginning first grade reading achievement with children diagnosed as being deficient in visual perceptual skills and potential future reading problems. Further, the study sought to determine if such training would have a greater effect on the reading achievement of females than males, as well as of children at several levels of measured intelligence. Three groups were selected for the study. The experimental group received visual perception training while the control groups received traditional first grade instruction. The groups were compared through analysis of covariance on the Metropolitan Achievement Tests. The results showed no significant differences and suggest that visual perception training for all children must be seriously questioned.

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