Auditory visual integration in normal and retarded readers

Relations Between Spelling and Performance in Nigerian Elementary School Children

“…He found that auditory-visual integration is significantly better in good readers than in poor readers, and he suggested this as a screening device. Okonji's study is a replication of an earlier one conducted on Americans by Birch and Belmont (1964), who claimed that poor auditory-visual integration is the primary cause of reading retardation. Subsequent studies have refuted this claim, showing that good readers perform better than poor readers on all perceptual matching tasks (Beery, 1967;Bryden, 1972).…”

“…For this reason we hypothesized that there would be certain differences between the results found in this study and those reported in the West; auditory processes such as auditory memory and auditory-visual integraDownloaded by [New York University] tion may be utilized more highly within the learning process of the Nigerian children than it is in Western children because the children of Nigeria live in an environment that appears to provide more auditory than visual stimulation. Studies in the West (Birch & Belmont, 1964;Bryden, 1972;Vande-Voon, Senf, & Benton, 1972) found that, within the reading process, auditory memory was an insignificant variable; auditory-visual integration, though significantly better in good than in poor readers, was less predictive of reading ability than was visual-auditory integration.…”

PARRAMATTA TEST OF DEVELOPMENTAL LEVELS FOR INFANT GRADES1,2

“…The curriculum itself is for the most part topic centred and the class programme tends to be structured around these topics. An early screening test offers the opportunity for some restructuring of the programme to cater for the level of development 1 Report of a pilot testing programme of 1,000 children in kindergarten and first grade, in the Metropolitan West Area of New South Wales, administered in October, 1970, by a team of 28 Counsellors.…”

Relationship between Cognitive Perspective Taking and Teachers' Ratings of Children's Classroom Behavior in Grades One through Four

“…Cognitive perspective taking-the ability to infer another person's thoughts, attitudes, or intentions-has specifically been suggested to be a cognitive ability underlying various types of children's interpersonal 2 2 JOURNAL OF GENETIC PSYCHOLOGY behaviors (5, 8,11,12). The findings of published reports of the nature of the relationship between this social-cognitive skill and actual social behaviors suggest that the child's ability to "psycho-X-ray" another person is positively related to prosocial behaviors (19, 2 1) and negatively related to antisocial behaviors (3,4,6). This conclusion should be cautiously accepted not only because of the paucity of evidence but also because of refinements in the conceptualization of cognitive perspective taking skill.…”