Literaturnachweis - Detailanzeige
| Autor/inn/en | Jones, John Paul; Aaron, Ira E. |
|---|---|
| Titel | Determining Relationships of Sensory Integrative Skills to the Reading Process. |
| Quelle | (1971), (16 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Grade 3; Intermode Differences; Perception; Perceptual Development; Reading Achievement; Reading Processes; Reading Research; Responses; Sensory Experience; Sensory Integration; Sight Vocabulary; Transfer of Training |
| Abstract | In order to determine if significant relationships exist among intersensory transfer ability, intersensory perceptual shifting ability, modal preference, and reading achievement, a study was conducted using 90 randomly selected Oconee County, Georgia, third graders whose mean IQ was 98 and whose mean reading comprehension was grade 3. Experimenter-devised tests were administered to all subjects to measure intersensory transfer, intersensory perceptual reaction time, modal preference, and sight vocabulary. In addition, subjects were given the reading subtest of the Metropolitan Achievement Tests, Elementary Battery, Form B and the Lorge-Thorndike Intelligence Test, Level 2, Form A. Positive correlations were found between sight vocabulary and reading comprehension, between intersensory transfer and intelligence, in addition to the expected high relationships among sight vocabulary, reading comprehension, and IQ. It was concluded that (1) auditory-visual integration is related to reading achievement in grade 3, (2) ability to respond rapidly to cross-modal stimulus presentation is related to the sight vocabulary aspect of reading achievement, and (3) direction of modal preference has no effect on intersensory tests used in determining modal preference. Tables and references are included. (MS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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