Auditory discrimination in conditions of noise and quiet by black and white disadvantaged children.

The auditory discrimination of first and third grade children of low socio-economic status was investigated. 17 black and 17 white children were randomly selected from the two grades. The condition for listening was varied, i.e., discrimination in condition of quiet and discrimination in condition of noise, through the use of the Goldman-Fristoe-Woodcock Test of Auditory Discrimination. White third graders were superior performers. The expectation, from the literature, that the auditory discrimination of children from low socio-economic levels would be depressed in conditions of noise was not supported. In fact, black children performed in an inferior manner in conditions of quiet.     

Changes in Academic Performance in the Junior High School

This study was designed to determine the relationships between changes in academic performance and intellective and non-intellective factors. Seventh grade students attending five junior high schools, who had attended selected elementary schools, were tested with the Personal Values Inventory (PVI), a test of academic motivation, shortly after the first seventh-grade marking period. School marks at that marking period and those received the previous year were procured from a self-report included in the PVI. All students had taken the California Achievement Test Battery and Mental Maturity Test as well as the Scholastic Testing Service Work-Study Skills Test in the sixth grade. Factor analysis identified four factors in both boys and girls: intelligence-achievement, academic motivation, academic plans, and youth-culture involvement. While intelligence was found to be mainly unrelated to the criterion, the non-intellective factors, especially academic motivation, bore significant relationships to the changed performance.     

Speech discrimination and lip reading in patients with word deafness or auditory agnosia

The purpose of this study was to assess the ability of four patients with word deafness or auditory agnosia to discriminate speech by reading lips. The patients were studied using nonsense monosyllables to test for speech discrimination, a lip reading test, the Token Test for auditory comprehension, and the Aphasia test. Our results show that patients with word deafness or auditory agnosia without aphasia can improve speech comprehension by reading lips in combination with listening, as compared with lip reading or listening alone. In conclusion, lip reading was shown to be useful for speech comprehension among these patients.     

Verbal, perceptual and intellectual factors associated with reading achievement in adolescents with cerebral palsy

31 adolescents with cerebral palsy were administered measures of verbal production, speech perception, nonverbal auditory perception, visuospatial perception and verbal intelligence as well as measures of reading recognition and reading comprehension. Nonverbal auditory perception and verbal intelligence were most highly correlated with both reading measures despite the fact that most subjects were most severely impaired in visuospatial perception.     

Kindergarten predictors of three aspects of reading achievement

Kindergarten measures of intelligence, auditory perception, visual perception, and associative learning were used to predict three aspects of reading achievement (word attack, word recognition, and comprehension) at the end of Grades 1,2, and 3 for 79 subjects. The predictability of each measure was a function not only of grade, but also of the aspect of reading achievement being predicted. Multiple correlations of the predictors tended to increase across grade levels and were highest for the comprehension aspect of reading. The Number Facility subtest of the PMA was the over-all best predictor or reading achievement. Possible reasons for this and other findings are discussed.     

Performance on auditory and visual temporal information processing is related to psychometric intelligence

The present study investigated the relationship between psychometric intelligence and temporal resolution power (TRP) as simultaneously assessed by auditory and visual psychophysical timing tasks. In addition, three different theoretical models of the functional relationship between TRP and psychometric intelligence as assessed by means of the Adaptive Matrices Test (AMT) were developed. To test the validity of these models, structural equation modeling was applied. Empirical data supported a hierarchical model that assumed auditory and visual modality-specific temporal processing at a first level and amodal temporal processing at a second level. This second-order latent variable was substantially correlated with psychometric intelligence. Therefore, the relationship between psychometric intelligence and psychophysical timing performance can be explained best by a hierarchical model of temporal information processing.     

Correlations among measures of cognitive ability, creativity, and academic achievement for gifted minority children

This study explored the correlations among nonverbal reasoning ability, creativity, and academic achievement in gifted minority children, 89 girls and 71 boys in Grades 1 through 8 in a program for gifted. A random half of students from all grade levels were tested at the beginning of the year and the remaining half after 7 mo. with Raven Progressive Matrices, Torrance Tests of Creative Thinking, and the California Achievement Test. Pearson correlations reflected limited relations among these variables except for a significant positive value between creativity and reading achievement. Suggestions for further study and implications for identification procedures and program development were provided.     

Auditory temporal perception, phonics, and reading disabilities in children

Reading-impaired and control children were given an experimental battery of nonverbal auditory perceptual tests which examined discrimination and temporal order perception. Stimulus tones were presented at various rates. There were no significant differences between groups on tests in which stimuli were presented at slow rates. However, when the same stimuli were presented more rapidly, the reading-impaired group made significantly more errors than the controls. The reading-impaired children's ability to use phonics skills (nonsense word reading) was also examined. There was a high correlation between the number of errors made on the phonics reading test and the number of errors made in responding to the rapidly presented stimuli in the auditory perceptual tests. The hypothesis that some reading impairments are related to low-level auditory perceptual dysfunction that affects the ability to learn to use phonics skills adequately is discussed.     

THE DEVELOPMENT OF ORTHOGRAPHIC LINGUISTIC AWARENESS IN KINDERGARTEN CHILDREN AND THE RELATIONSHIP OF THIS AWARENESS TO LATER READING ACHIEVEMENT

ABSTRACT

To examine the developmental course of children's understanding of print concepts, orthographic linguistic awareness, the Concepts About Print (CAP) test was given to 29 boys and 27 girls three times during their kindergarten year and on two occasions during their first‐grade year. That approximately 20% of these children did not understand print‐direction and letter‐word concepts at the beginning of the first grade confirmed previous findings that many children entering formal reading instruction may have little knowledge of the reading instruction register. Orthographic linguistic awareness, measured even at the beginning of kindergarten, was found to be highly correlated with reading achievement measured at the end of the first grade, and these relationships between orthographic linguistic awareness and reading achievement were consistently higher for the girls than for the boys. Path analyses including the Record of Oral Language, Metropolitan Readiness Test and Iowa Test of Basic Skills revealed strong direct influences of orthographic linguistic awareness at the beginning of the first grade on reading achievement measured at the end of first grade     

Modelling relations between sensory processing, speech perception, orthographic and phonological ability, and literacy achievement

The general magnocellular theory postulates that dyslexia is the consequence of a multimodal deficit in the processing of transient and dynamic stimuli. In the auditory modality, this deficit has been hypothesized to interfere with accurate speech perception, and subsequently disrupt the development of phonological and later reading and spelling skills. In the visual modality, an analogous problem might interfere with literacy development by affecting orthographic skills. In this prospective longitudinal study, we tested dynamic auditory and visual processing, speech-in-noise perception, phonological ability and orthographic ability in 62 five-year-old preschool children. Predictive relations towards first grade reading and spelling measures were explored and the validity of the global magnocellular model was evaluated using causal path analysis. In particular, we demonstrated that dynamic auditory processing was related to speech perception, which itself was related to phonological awareness. Similarly, dynamic visual processing was related to orthographic ability. Subsequently, phonological awareness, orthographic ability and verbal short-term memory were unique predictors of reading and spelling development.     

The Facts of Observation in Psychoanalysis

The regression of five achievement criteria on the six Metropolitan Readiness Test (MRT) subtests was determined for a sample of 100 Ss. The MRT was administered at the end of kindergarten, and the Gates-MacGinitie Reading Test and the arithmetic subtests of the Stanford Achievement Test were administered at the end of first grade. Results indicated that the MRT predicts first grade arithmetic better than it does reading and that Alphabet and Numbers are by far the best predictors among the six subtests of the MRT. A sex difference was present in that girls tended to earn higher scores than boys on the two reading criteria.     

Perceptual and academic patterns of learning-disabled/gifted students.

This research explored ways gifted children with learning disabilities perceive and recall auditory and visual input and apply this information to reading, mathematics, and spelling. 24 learning-disabled/gifted children and a matched control group of normally achieving gifted students were tested for oral reading, word recognition and analysis, listening comprehension, and spelling. In mathematics, they were tested for numeration, mental and written computation, word problems, and numerical reasoning. To explore perception and memory skills, students were administered formal tests of visual and auditory memory as well as auditory discrimination of sounds. Their responses to reading and to mathematical computations were further considered for evidence of problems in visual discrimination, visual sequencing, and visual spatial areas. Analyses indicated that these learning-disabled/gifted students were significantly weaker than controls in their decoding skills, in spelling, and in most areas of mathematics. They were also significantly weaker in auditory discrimination and memory, and in visual discrimination, sequencing, and spatial abilities. Conclusions are that these underlying perceptual and memory deficits may be related to students' academic problems.     

Nonlinguistic auditory capabilities in aphasia

Nonlinguistic auditory capabilities were assessed through psychophysical tests in 11 left-CVA aphasic, four right-CVA nonaphasic, and eight normal male subjects selected from the same age group. The tests included frequency discrimination, gap detection, gap discrimination, frequency sweep discrimination, assessment of the magnitude of the frequency uncertainty effect in the detectability of tones in noise, and assessment of frequency selectivity through simultaneous masked thresholds. Results of these tests were compared to measures of auditory comprehension obtained from the Boston Diagnostic Aphasia Examination, the Porch Index of Communicative Ability, and the Token Test. Nonlinguistic auditory performance of the three subject groups differed significantly from each other. For the left-CVA subjects, frequency sweep discrimination, frequency discrimination, and the frequency uncertainty effect in tone-in-noise detection were the best predictors of verbal auditory comprehension. The right-CVA subjects displayed marked deficits with regard to all pitch-related tests. The findings stress the importance of considering the presence of nonlinguistic auditory dysfunctions when evaluating linguistic auditory capabilities in aphasia.     

Identification of time-compressed sentential stimuli by good vs poor readers

Ability of eight good and eight poor readers (in Grade 1, ages ranging from 6.7 to 7.4 yr.) to discriminate phonemic contrasts presented in 50% time-compressed sentential stimuli (Subtest 13 of the Carrow-Auditory Visual Abilities Test) was measured. Good readers exhibited a significantly higher over-all mean performance than poor readers on the time-compressed task. Effects of time-compression on the perception of manner, place, voicing and frequency contrasts showed a similar pattern of errors for both groups of readers. Implications of the effects of auditory discrimination on reading abilities are discussed.     

Auditory processing deficits in children with reading and language impairments: can they (and should they) be treated?

Sixty-five children with specific reading disability (SRD), 25 children with specific language impairment (SLI), and 37 age-matched controls were tested for their frequency discrimination, rapid auditory processing, vowel discrimination, and consonant–vowel discrimination. Subgroups of children with SRD or SLI produced abnormal frequency discrimination (42%), rapid auditory processing (12%), vowel discrimination (23%), or consonant–vowel discrimination (18%) thresholds for their age. Twenty-eight of these children trained on a programme that targeted their specific auditory processing deficit for 6 weeks. Twenty-five of these 28 trainees produced normal thresholds for their targeted processing skill after training. These gains were not explained by gains in auditory attention, in the ability to do psychophysical tasks in general, or by test–retest effects. The 25 successful trainees also produced significantly higher scores on spoken language and spelling tests after training. However, an untrained control group showed test–retest effects on the same tests. These results suggest that auditory processing deficits can be treated successfully in children with SRD and SLI but that this does not help them acquire new reading, spelling, or spoken language skills.     

Wepman test of auditory discrimination: What does it discriminate

This study investigated auditory discrimination as a function of ethnic group membership within the same socioeconomic status (SES). Subjects were 126 randomly selected six-year-old students attending schools in the lower SES community of southeast San Diego. Only students with no known speech or hearing defects and of normal intelligence were included. They were assigned to one of three categories: Black, Chicano, or Anglo.Subjects were administered four tests in a counterbalanced design: the Wepman, the Gross, and the Ott. The latter two were developed for use with Black dialect and Spanish-speaking youngsters, respectively. The ANOVA results indicated a reliable difference between the main effects of the groups (F=40.34,p<.001) and tests (F=72.82, p<.001), with a significant interaction between tests and groups (F=44.91, p<.001). Interaction effects were evaluated with the Dunn theorem. Significant differences were found among Anglo, Black, and Chicano students on the discrimination list for Spanish sounds (Ott) and a significant Anglo/Black difference on the discrimination test for Black dialect (Gross). Contrary to previous findings, there were no differences between the groups on the Wepman Test of Auditory Discrimination (WTAD). However, there are significant differences between groups on separate items of this test.     

Attachment and early reading: a longitudinal study

The relationship between quality of attachment in infancy and preschooler's reading interests and skills was explored. At 24 months, 77 children and their mothers were tested using the Strange Situation procedure. In a follow-up study 3 years later, 65 mothers completed a questionnaire about the reading interests and skills of their children. Preschool teachers completed a questionnaire about preparatory reading instruction, and the children's intelligence was measured with the Leiden Diagnostic Test. After 3 years, the securely attached children showed more interest in written material than did the insecurely attached children, regardless of their intelligence and the amount of preparatory reading instruction.     

A theory of intelligence: II. The role of span in a variety of intellectual tasks

This paper is the sequel to Part I in which a theory of intelligence was developed in terms of the concepts of span ability and complex stimulus control. A broad range of topics is discussed including discrimination learning, language, language development, reading, the relation between intelligence and learning, task analysis and the training of the mentally retarded, the role of span in IQ subtests, and suggestions for research. The paper includes summaries of previously unpublished research by the first author as well as published work by other investigators.     

Differentiation of brain damage among low IQ subjects with three projective techniques.

Using a battery of three projective techniques (Rorschach, Hand Test, Bender-Gestalt) only slight discrimination was found between low IQ subjects classified according to the presence or absence of brain trauma (exogenous vs endogenous), while substantial discrimination was obtained between the same subjects categorized in terms of "lower" (60-74) and "higher" (75-89) FS WAIS IQ. All four groups used in this study had been first equated on sex and age. Results were interpreted as supporting the position that some sort of brain impairment underlies most or all retardation. Question was raised concerning the efficacy of projective techniques for diagnosing organicity in subjects of average or better intelligence.     

INVESTIGATING THE EFFECT OF WIDE READING ON LISTENING COMPREHENSION OF WRITTEN LANGUAGE

Previous research on the relationship between wide reading and listening comprehension provided indirect evidence that wide reading may be impacting children's listening comprehension. In the present study we looked at growth in listening comprehension of 146 children from third grade to fifth grade and their fifth-grade estimate of accumulated wide reading as measured by an instrument using a checklist-with-foils logic, the Title Recognition Test. Employing hierarchical multiple regression, we isolated the relationship between wide reading and listening comprehension. The results indicated that individual differences in growth of listening comprehension from third grade to fifth grade were significantly related to wide reading. These findings imply that reading a lot may influence listening comprehension, thus adding support to the educational practice of providing time for children to read independently and encouraging more and varied reading outside of school.