| Sign In to gain access to subscriptions and/or personal tools. |
Detection of Deficits in Temporal Pattern Discrimination Using the Seashore Rhythm Test in Young Children with Reading ImpairmentsRobert F. McGivern received his PhD in psychobiology from Ohio State University in 1981. He is currently an associate professor of psychology at San Diego State University. Research interests include catecholamine regulation of sexual differentiation of the brain, effects of prenatal drug exposure on neurobehavioral sexual differentiation, and learning disabilities in children exposed to alcohol or cocaine in utero.
Chris Berka received her BA in psychology from Ohio State University in 1979. Her research interests have focused on psychophysiological studies of children with attention deficit disorder. She is the past director of research and current vice president of sales and marketing for Psychomedics Corporation, Santa Monica, California.
Marlin L. Languis is a professor of education at Ohio State University who received his PhD in education from Pennsylvania State University. Research interests include the study of cognitive styles and the psychophysiological assessment of learning disorders.
Stefan Chapman received his PhD in education from Ohio State University and is currently coordinator of the Severely Behaviorally Handicapped Program for the Troy city schools in Troy, Ohio. His primary area of research is learning disabilities. Address: Robert F. McGivern, Department of Psychology, San Diego State University, San Diego, CA 92182-0350. A deficiency in temporal pattern discrimination frequently is a distinguishing characteristic of children with dyslexia or learning disabilities (LD). We studied the feasibility of using the Seashore Rhythm Test, a subtest of the Halstead-Reitan neurological assessment battery (Halstead, 1947), with young children to discriminate children with reading impairments from age-matched controls reading at a normal level, in an effort to develop tools to determine readiness to read in young school-age children. Major considerations in test selection were ease of administration and wide use and acceptance. Fifty-nine children in Grades 1 through 3 were administered a battery of tests during the last 3 weeks of the school year by blinded experimenters. Tests administered included the Seashore Rhythm Test, Benton Visual Retention Test, Peabody Picture Vocabulary Test, Blau Torque Test, and the Rod and Frame Test. Children with reading impairments (n = 24) in all age groups were found to exhibit a marked deficit in the ability to discriminate patterned pairs of tones on the Seashore Rhythm Test compared to controls (n = 26). These children also exhibited deficits in right-left orientation, as indicated by their poor performance on the Blau Torque Test. Performance on the Seashore and the Blau by a group of children diagnosed as learning disabled (n = 9) was similar to the group with reading impairments. No significant differences between controls and children with reading impairments or LD were observed in Rod and Frame or Benton performance. The results suggest that the Seashore Rhythm Test may prove to be a useful tool to detect young children who will later show signs of reading impairment.
Journal of Learning Disabilities, Vol. 24, No. 1,
58-62 (1991) This article has been cited by other articles:
|
|||||||||||||||||||||||||||||||||||||||
 |
|
|
 |
|
Sign In to gain access to subscriptions and/or personal tools.
