In a longitudinal study, auditory and visual temporal order thresholds (TOTs) were investigated in primary school children (N = 236; mean age at first data point = 6;7) at the beginning of Grade 1 and the end of Grade 2 to test whether rapid temporal processing abilities predict reading and spelling at the end of Grades 1 and 2. Auditory and…

The relevance of the investigated problem is caused by the fact that most children who start to study do not have a good level of higher mental functions. It leads to difficulties at school and health problems. The article aims at estimating the level of higher mental functions and the degree of educational motivation development among…

Tests of intelligence, music audiation, auditory conservation, and visual conservation were administered to two first-grade classes. Data revealed that auditory conservation isn't significantly related to visual conservation but is significantly related to music aptitude, to IQ, and to the interaction of music aptitude and IQ. Instructional…

This program selected 252 students on the basis of teacher recommendations and kindergarten survey test scores. Students were divided into teams and remained with an Intensive Reading Instructional Team for 10 weeks. Moving from teacher to teacher at hourly intervals each morning, students met with teachers specializing in one of three crucial…

An extended readiness unit plan for beginning first graders who demonstrated a limited degree of readiness in kindergarten is provided. The unit theme is the five senses, and the following sequence of presentation is used: sight, hearing, smell, touch, and taste. Visual-perception activities receive the most emphasis. Included in procedures for…

The main purpose of this investigation was to study the relationships between visual memory and early reading achievement. Short term and intermediate memory were examined in relation to vocabulary, reading comprehension, and reading readiness in first grade pupils. The Gates MacGinitie Readiness Skills Test; the Visual Memory for Designs Tests,…

Comparison of 80 beginning first graders, half receiving phonics instruction and half receiving whole word instruction, found, for both groups, those above grade level in reading excelled in phonological recoding and application of grapheme-phoneme correspondence rules while those below grade level applied visual-orthographic knowledge more than…

TO UNCOVER BASIC PERCEPTUAL AND PERSONALITY DIFFERENCES POSSIBLY RESPONSIBLE FOR DIFFERENCES IN READING ACHIEVEMENT, TWO STRATIFIED SAMPLES OF 60 ABOVE- AND BELOW-AVERAGE READERS WERE SELECTED FROM THE ENTIRE POPULATION OF 5,612 CHILDREN COMPLETING FIRST GRADE IN EDMONTON, ALBERTA, CANADA. THE GROUPS WERE MATCHED ACCORDING TO SEX, SCHOOL, GROUP…

This study investigates the relationship between auditory and visual acuity and the learning of first grade reading and spelling. It was the aim of this study (1) to clarify the relationship between auditory and visual perception; (2) to investigate the ability of subjects to read and spell when, and if, differences exist in the perceptual…

A vocabulary list of 50 words based on children's spoken language was divided into six groups. For each group specific materials incorporating different modality presentations (pictures, tapes, transparencies, and word cards providing tactile emphasis) were developed. The modality preferences of 128 first graders were identified by The New York…

In a study that investigated differences in the processing styles of beginning readers, a Pictograph Sentence Memory Test (PSMT) was administered to first and second grade students to determine their processing style as well as to assess instructional effects. Based on their responses to the PSMT, the children were classified as either visual or…

The relationship between modality styles and reading achievement was studied for 51 first graders given 2 subtests of the Swassing-Barbe Modality Index, 2 subtests of the Illinois Test of Psycholinguistic Abilities, and 2 tests of nonsense words. There was no significant interaction between modality preference and reading achievement. (SLD)

The Hartford Public School District has set up and is maintaining three Intensive Reading Centers, each of which provides a 10-weeks reading program for first graders. The purpose of the program is to improve the reading achievement of disadvantaged children. Children in groups of 10 or 11 move from teacher to teacher at 50-minute intervals. They…