Auditory and Visual Perception Processes and Reading Ability: A Quantitative Reanalysis and Historical Reinterpretation

2000 ◽  
Vol 23 (4) ◽  
pp. 253-270 ◽  
Author(s):  
Kenneth A. Kavale ◽  
Steven R. Forness
Keyword(s):  
Visual Perception ◽  
Reading Ability

Visual perception and reading ability.

1969 ◽  
Vol 60 (4, Pt.1) ◽  
pp. 294-299 ◽  
Author(s):  
Cheryl Bonsall ◽  
Rhea L. Dornbush
Keyword(s):  
Visual Perception ◽  
Reading Ability

Visual-Perception Disabilities and Reading Ability At the College Level

1967 ◽  
Vol 2 (3) ◽  
pp. 157-165
Author(s):  
Francene Silbiger ◽  
Daniel Woolf
Keyword(s):  
College Students ◽  
Visual Perception ◽  
Reading Ability ◽  
College Level ◽  
Reading Habits ◽  
Perceptual Skills

A discussion of necessary visual abilities and perceptual skills required by college students for efficient reading habits, and a review of methods of detecting deficiencies.

(PO-136)THE READING, SCHOLASTICS AND VISUAL PERCEPTION (RSVP) STUDY: SKILLS RELATED TO READING ABILITY IN SECOND THROUGH SIXTH GRADERS

2000 ◽  
Vol 77 (SUPPLEMENT) ◽  
pp. 278
Author(s):  
Marjean Taylor Kulp ◽  
Michael J. Earley ◽  
Kristyne E. Edwards ◽  
Cara S. Frasco ◽  
Meghan E. Geiger ◽  
...  
Keyword(s):  
Visual Perception ◽  
Study Skills ◽  
Reading Ability ◽  
Sixth Graders

scholarly journals Isolating the impact of visual perception on dyslexics’ reading ability

2006 ◽  
Vol 46 (20) ◽  
pp. 3514-3525 ◽  
Author(s):  
Mark M. Shovman ◽  
Merav Ahissar
Keyword(s):  
Visual Perception ◽  
Reading Ability ◽  
The Impact

Phonological Awareness Screening to Identify At-Risk Readers

1998 ◽  
Vol 29 (2) ◽  
pp. 109-116 ◽  
Author(s):  
Margie Gilbertson ◽  
Ronald K. Bramlett
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Reading Ability ◽  
At Risk Students ◽  
First Grade ◽  
Receptive Vocabulary ◽  
Standardized Assessments ◽  
Cutoff Score ◽  
Invented Spelling ◽  
Reading Measures

The purpose of this study was to investigate informal phonological awareness measures as predictors of first-grade broad reading ability. Subjects were 91 former Head Start students who were administered standardized assessments of cognitive ability and receptive vocabulary, and informal phonological awareness measures during kindergarten and early first grade. Regression analyses indicated that three phonological awareness tasks, Invented Spelling, Categorization, and Blending, were the most predictive of standardized reading measures obtained at the end of first grade. Discriminant analyses indicated that these three phonological awareness tasks correctly identified at-risk students with 92% accuracy. Clinical use of a cutoff score for these measures is suggested, along with general intervention guidelines for practicing clinicians.

Development of visual perception and attention, assessed by backward masking and application in children with epilepsy

2003 ◽  
Vol 45 (08) ◽  
Author(s):  
Marta Macchi ◽  
Livia Nicoletta Rossi ◽  
Ivan Cortinovis ◽  
Lucia Menegazzo ◽  
Sandra Maria Burri ◽  
...  
Keyword(s):  
Visual Perception ◽  
Backward Masking

Question Wording Effects in the Assessment of Global Self-Esteem

2000 ◽  
Vol 16 (1) ◽  
pp. 13-19 ◽  
Author(s):  
Martin Dunbar ◽  
Graeme Ford ◽  
Kate Hunt ◽  
Geoff Der
Keyword(s):  
Reading Ability ◽  
Factor Model ◽  
Self Esteem ◽  
Reading Scores ◽  
Poor Reading ◽  
Method Effect ◽  
Two Samples ◽  
Positive Item ◽  
Method Effects ◽  
Best Fit

Summary: Marsh (1996) produced evidence that method effects associated with negatively worded items might be responsible for the results of earlier factor analytic studies that reported finding positive and negative self-esteem factors in the Rosenberg Global self-esteem scale ( Rosenberg, 1965 ). He analyzed data collected from children using a 7-item self-esteem measure. This report details attempts to replicate Marsh 's analysis in data collected from two samples of adults who completed the full 10-item Global Self-Esteem (GSE) scale. The results reported here are similar to those given by Marsh in so much as a correlated uniquenesses model produced a superior fit to the data than the simple one factor model (without correlated uniquenesses) or the often reported two factor (positive and negative self-esteem) model. However, whilst Marsh reported that the best fit was produced by allowing negative item uniquenesses to correlate with each other, the model that produced the best fit to these data was one that contained correlated positive item uniquenesses. Supporting his claim that differential responding to negative and positive self-esteem items reflects a method effect associated with reading ability, Marsh also showed that factors associated with negative and positive items were most distinct among children who had poor reading scores. We report a similar effect among a sample of older adults where the correlation between these factors was compared across two groups who were selected according to their scores on a test of verbal reasoning.

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