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ERIC Number: ED033833
Record Type: RIE
Publication Date: 1967
Pages: 68
Abstractor: N/A
Reference Count: 0
Relations Among Central Auditory Abilities, Socio-Economic Factors, Speech Delay, Phonic Abilities and Reading Achievement: A Longitudinal Study.
Flowers, Arthur; Crandell, Edwin W.
Three auditory perceptual processes (resistance to distortion, selective listening in the form of auditory dedifferentiation, and binaural synthesis) were evaluated by five assessment techniques: (1) low pass filtered speech, (2) accelerated speech, (3) competing messages, (4) accelerated plus competing messages, and (5) binaural synthesis. Subjects were 287 kindergarten students who were divided into speech-delayed and normal speaking subsamples. Twenty-five stimulus sentences for each of the five tests were taped under carefully controlled conditions and presented on a 1 to 1 basis in a sound-treated room. The children responded to spoken sentences by pointing to one of three pictures intended to represent the word which completed the sentences. A longitudinal analysis was made of the relationship between performance on these central auditory ability measures and first- and second-grade academic achievement, IQ, phonic ability, family socioeconomic status, and spontaneous speech improvement. The Gates Primary Reading Tests, the Stanford Achievement Test (Primary I and II), the Peabody Picture Vocabulary Test, and the Templin-Darley Screening and Diagnostic Tests of Articulation were among the testing measures used. All 132 correlation coefficients obtained for academic achievement were statistically significant. Many other significant correlations were found. Tables and references are included. (CM)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Grand Blanc Community Schools, MI.