This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Rudel, R. G. Articles by Denckla, M. B. Search for Related Content PubMed Articles by Rudel, R. G. Articles by Denckla, M. B. Social Bookmarking                         What's this?

Relationship of IQ and Reading Score to Visual, Spatial, and Temporal Matching Tasks

Martha B. Denckla, MD

Intersensory integration has been extensively explored in relation to reading and its developmental anomalies. Since matching across sensory modalities also involves different modes of presentation (auditory-sequential vs. visual-spatial), we tested the ability of normal and learning disabled children to match spatially arranged patterns of dots as well as sequences of light flashes within a single modality, vision. Normal and experimental subjects found it easiest to match spatial patterns with each other, and that task did not distinguish between the two groups. The other tasks were more difficult for both, particularly when sequential flashes of light were presented first and had to be matched to other flashes of light or to a spatial pattern. On these tasks the performance of normal children was significantly better than that of the learning disabled. Only the condition which required matching from sequence to pattern correlated with reading age among the learning disabled: possibly it is a process similar to word blending. Only those matching tasks which involved sequencing (the temporal display of flashes) correlated with WISC Performance and Full Scale IQ, while none of them correlated with WISC Verbal IQ. The oldest normal subjects performed better on all the tasks than younger ones, particularly surpassing younger children on matching a temporal standard and a spatial comparison. The oldest learning disabled children did not perform significantly better than the youngest.

Journal of Learning Disabilities, Vol. 9, No. 3, 42-51 (1976)
DOI: 10.1177/002221947600900309


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				S. A. Rose, J. F. Feldman, J. J. Jankowski, and L. R. Futterweit Visual and Auditory Temporal Processing, Cross-Modal Transfer, and Reading J Learn Disabil, May 1, 1999; 32(3): 256 - 266. [Abstract] [PDF]