Auditory-visual integration in normal and retarded readers.

Birch, Herbert G.; Belmont, Lillian

doi:10.1111/j.1939-0025.1964.tb02240.x

Cited by 356 publications

(92 citation statements)

References 5 publications

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“…He intuited that this lag would impair their ability to represent the same information in two sensory-based systems, as exemplified in learning to read. Initial support for this theory was provided by Birch and Belmont (1964), who observed that poor readers performed below the level of normal readers in matching auditorily presented rhythmic patterns with visual representations of those patterns. Because this task confounds crossmodal transfer with working memory and verbal coding ability, Vellutino and his associates (Vellutino, 1979(Vellutino, , 1987Vellutino & Scanlon, 1982) conducted a series of studies that compared poor and normal readers on both intramodal (visual-visual; auditory-auditory) and intermodal (visual-auditory) non-verbal learning tasks that minimized the influence of verbal coding ability.…”

Section: Deficits In General Learning Abilitiesmentioning

confidence: 99%

Specific reading disability (dyslexia): what have we learned in the past four decades?

Vellutino

Fletcher

Snowling

et al. 2004

Child Psychology Psychiatry

2,053

1,591

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We summarize some of the most important findings from research evaluating the hypothesized causes of specific reading disability (ÔdyslexiaÕ) over the past four decades. After outlining components of reading ability, we discuss manifest causes of reading difficulties, in terms of deficiencies in component reading skills that might lead to such difficulties. The evidence suggests that inadequate facility in word identification due, in most cases, to more basic deficits in alphabetic coding is the basic cause of difficulties in learning to read. We next discuss hypothesized deficiencies in readingrelated cognitive abilities as underlying causes of deficiencies in component reading skills. The evidence in these areas suggests that, in most cases, phonological skills deficiencies associated with phonological coding deficits are the probable causes of the disorder rather than visual, semantic, or syntactic deficits, although reading difficulties in some children may be associated with general language deficits. Hypothesized deficits in general learning abilities (e.g., attention, association learning, cross-modal transfer etc.) and low-level sensory deficits have weak validity as causal factors in specific reading disability. These inferences are, by and large, supported by research evaluating the biological foundations of dyslexia. Finally, evidence is presented in support of the idea that many poor readers are impaired because of inadequate instruction or other experiential factors. This does not mean that biological factors are not relevant, because the brain and environment interact to produce the neural networks that support reading acquisition. We conclude with a discussion of the clinical implications of the research findings, focusing on the need for enhanced instruction.

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Section: Deficits In General Learning Abilitiesmentioning

confidence: 99%

Specific reading disability (dyslexia): what have we learned in the past four decades?

Vellutino

Fletcher

Snowling

et al. 2004

Child Psychology Psychiatry

2,053

1,591

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“…Rather than indicating failure of integration between vision and audition, the results imply some inability to hold auditory signals in short-term memory (STM). Birch and Belmont (1964) argued against an explanation of AV failures in terms of STM since they found that memory span for auditorily presented digits was not associa ted with AV matching. However, they did not examine STM for auditory patterns.…”

Section: Results Smentioning

confidence: 99%

Cross-modal matching by retarded and normal readers

Jones

1974

Bull. Psychon. Soc.

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example, have reported that for animals reared in isolation, the presence of other animals had little or no effect upon fear-reduction. On the other hand , for animals reared socially, the presence of other animals resulted in a reduction of fear-conditioned behaviors. This could be the case in the present experiment since all Ss were normally reared in groups. (Received for publication December S, 1973 .) Cross-modal matching by retarded and normal readers* REFERENCES BILLJONEStUniversity of Waterloo, Waterloo, Ontario N2L 361, Canada Birch and Belmont (1964) claimed from a study of auditory-visual matching that retarded readers have a deficiency in auditory-visual integration. However, the present experiment indicates that when auditory-visual matching is compared with the relevant intramodal and visual-auditory matching tasks, retarded readers make fewer correct responses compared to normal readers only when an auditory pattern is the initial stimulus. A second experiment confirmed that retarded readers compared to normal readers were unable to hold an auditory pattern in short-term store, though there was no difference between the groups in the retention of a visual pattern.

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“…According to the theory of auditory deficit the difficulty in perceiving and discriminating speech sounds results in difficulty to build mental representations that are important to the association between letters and sounds (Banai & Kraus, 2007;Birch & Belmont, 1964).…”

Section: Auditory Deficit Theorymentioning

confidence: 99%

Teorias da Dislexia: Sustentação com Base nas Alterações Perceptuais Auditivas

Prestes

Feitosa

2016

Psic.: Teor. e Pesq.

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-This study aims to examine contemporary theories on dyslexia, based on findings related to changes in auditory processing and speech perception found in dyslexics. The support for the phonological, allophonic and auditory deficit theories of dyslexia is discussed based on findings related to these changes in auditory perception. A new theoretical model is proposed, according to which dyslexia is a multifactorial-based deficit, with a gamut of associated behavioral symptoms. The deficit presented by dyslexics is partially linguistic, as advocated by the phonological theory, and partially auditory, as advocated by the theory of auditory deficit. Both factors interact and are inseparable in accounting for the symptomatology observed in reading and writing disorders.

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Auditory-visual integration in normal and retarded readers.

Cited by 356 publications

References 5 publications

Specific reading disability (dyslexia): what have we learned in the past four decades?

Specific reading disability (dyslexia): what have we learned in the past four decades?

Cross-modal matching by retarded and normal readers

Teorias da Dislexia: Sustentação com Base nas Alterações Perceptuais Auditivas

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