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Relationship of Auditory and Visual Skills to Reading Retardation

Ellis Richardson received his PhD in experimental psychology from Columbia University. He is currently studying the application of his instructional reading model to the problem of specific reading disability in a parent-involved clinic program. He is also developing a decoding skills test for use in research on developmentaldyslexia for the National Institute of Child Health and Human Development. In addition to a variety of instructional materials, Dr. Richardson has published numerous research and review articles on topics ranging from pairedassociate learning to the effects of psychorropic agents on learning.

Barbara DiBenedetto, MD

Barbara DiBenedeIto is qffiliated with the Long Island Research Institute.

Adolph Christ, MD

Adolph Christ. MD, affiliated with the Downstate Medical Center of the State Universiry of New York. Requests for reprints should be sent to Dr. Richardson at the Division of Child Mental Health, Long Island Research Institute, Health Sciences Center, 10-T, Stony Brook, N. Y. 11794.

Mark Press, MA

Mark Press, MA, affiliated with the Downstate Medical Center of the State Universiry of New York. Requests for reprints should be sent to Dr. Richardson at the Division of Child Mental Health, Long Island Research Institute, Health Sciences Center, 10-T, Stony Brook, N. Y. 11794.

The relationship between specific tests of auditory and visual skills and phonic decoding, sight-word reading, and comprehension was investigated in a sample of 77 poor readers from a racially and ethnically heterogeneous elementary school population in New York City. Partial correlational analyses (with age and IQ as control variables) indicated that only two of the skill measures (Auditory Closure and Sound Blending) related to a wide variety of reading measures independently of IQ. Results also showed that IQ scores did not correlate highly with the reading measures. It is concluded that the findings do not support the hypothesis that children can be successfully sorted into auditory and visual learner categories on the basis of the instruments employed (aptitude-treatment interaction). Furthermore, the results suggest that the use of IQ scores to compute expected reading levels for children is questionable.

Journal of Learning Disabilities, Vol. 13, No. 2, 77-82 (1980)
DOI: 10.1177/002221948001300206


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