ERIC Number: ED063575
Record Type: RIE
Publication Date: 1972-Feb
Reference Count: 0
Changes in Reading Achievement, Perceptual Motor Ability, and Behavior Adjustment as a Function of Perceptual Motor Training and Individualized Remedial Reading Instruction. Final Report.
Forty-four 7-11 year-old subjects with normal to high IQ's but who fell in the lower half of their respective age groups in reading were studied to determine the relative effectiveness of perceptual motor training (PMT) and individualized remedial reading instruction (IRRI) upon the reading achievement, perceptual motor development, and behavior adjustment of children with reading problems. Other objectives included an examination of transfer effects of perceptual motor training on reading achievement, an analysis of characteristics of children likely to experience success under a given treatment, and an analysis of the relationships among the variables studied. Ranked by age and reading achievement, subjects were randomly assigned to three treatment groups: PMT, IRRI, and general activity (placebo control). Training consisted of five 35-minute sessions per week for six months, and pre- and post-tests were administered. Conclusions derived from an analysis of the data are: (1) PMT did not transfer to reading performance, (2) long term IRRI was more effective than PMT in developing reading achievement and adjustable school behavior. (Included are numerous references and appendices containing the school behavior profile, sample teacher daily logs, and means and standard deviations for all variables.) (Author/RD)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Wisconsin Univ., Stevens Point. Dept. of Psychology.