Visual Perception-Visual Motor Deficits and Reading Achievement.

Autor/in	Putnam, Lillian R.
Titel	Visual Perception-Visual Motor Deficits and Reading Achievement.
Quelle	(1981), (22 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Elementary Secondary Education; Perceptual Handicaps; Perceptual Motor Learning; Reading Achievement; Reading Research; Remedial Reading; Visual Perception + Suchen Sie Ihr Suchwort? Perceptual impairments; Wahrnehmungsstörung; Perceptual-motor learning; Sensumotorisches Lernen; Wahrnehmungsschulung; Leseleistung; Leseforschung; Leseförderung; Visuelle Wahrnehmung
Abstract	A study was conducted to determine the relationship between visual perception-visual motor deficits and reading achievement of remedial readers, and to analyze the performance of various subjects in the three classifications of perceptual dysfunction to determine if significant differences existed among them. Subjects were 102 remedial readers between the ages of 7 and 22. Subjects were given a battery of diagnostic tests, including the Minnesota Percepto-Diagnostic Test (MPDT). Based on the scores of this test, the subjects were classified into one of three categories: (1) primary group, whose problems are associative rather than perceptual; (2) secondary group, who have difficulty handling cues selectively; and (3) organic group, composed of those with severe dysfunction caused by neurological deficit or brain damage. The results showed a significant negative correlation between reading achievement and perceptual-motor dysfunction. There were no significant intergroup differences in types of errors for the primary and secondary groups, and the three groups showed no significant differences in chronological or mental ages, school grade, reading achievement scores, or instructional reading levels. (FL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01