ERIC Number: ED043721
Record Type: RIE
Publication Date: 1968
Reference Count: 0
Relationship of Auditory and Visual Perceptual Strengths to Methods of Teaching Word Recognition Among Disadvantaged Negro Boys.
Bruininks, Robert H.
The main purpose of this study was to assess whether matching teaching methods to the auditory and visual perceptual strengths of second and third grade disadvantaged children would facilitate the learning of unknown words. A secondary objective sought to evaluate the relationship between a number of auditory and visual perception tests and a measure of reading achievement. It was predicted that the use of such teaching would facilitate learning to recognize unknown words. The total subject pool consisted of 105 Negro boys. To identify children with different perceptual characteristics, each subject was administered a battery of twelve tests which measured perceptual components thought essential to the development of early reading skills. The subjects were divided into perceptual dominance groups. Attempts were made to teach each subject the recognition of 15 words by a "look-and-say" approach, and 15 by the phonic method. The comparisons involving the differences between perceptual dominance groups, methods of teaching, and order of teaching presentation failed to reach statistical significance. The conclusion is that disadvantaged Negro boys learn to recognize unknown words equally well under teaching procedures which match either their perceptual strengths or weaknesses; there is no relation between low perceptual test scores and reading performance. [Due to the marginal legibility of a small part of the original document, several pages will not be readable in hard copy reproduction.] (Author/JW)
Publication Type: N/A
Education Level: N/A
Sponsor: National Inst. of Child Health and Human Development (NIH), Bethesda, MD.; Ford Foundation, New York, NY.
Authoring Institution: George Peabody Coll. for Teachers, Nashville, TN. Inst. on Mental Retardation and Intellectual Development.