Relationship Between Factors Of Dominance And Reading Ability With Selected First And Fourth Grade Children

Author : Eugenia M. Koos
Publisher :
ISBN 13 :
Total Pages : 120 pages
Book Rating : 4.:/5 (328 download)

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Download or read book Retarded Reading and Signs of Cerebral Dominance written by Eugenia M. Koos and published by . This book was released on 1958 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was designed to determine whether a relationship exists between retarded reading and the factors of eye-hand dominance, binocular visual control, maturation in mixed eye-hand dominance, directional preference, visual field fixation, and figure-ground reversal. The subjects were 109 children in the first three grades of the Westwood View School, Westwood, Kansas, who were tested in April, 1957. A battery consisting of seven hand-dominance tests, three eye-dominance tests, one binocular eye control test, two tests of directional orientation, two tests of visual field fixation, and two tests of figure-ground perception were given. The most recent reading achievement scores and all intelligence test scores of the subjects were recorded. The eye-dominance, hand-dominance, and binocular control of each subject was determined according to whether he showed consistent laterality in over fifty percent of the trials for each of these characteristics. The reading scores of the subjects in the response groups for each peripheral or perceptual dominance test were then ranked, and non-parametric statistical treatment was applied to determine whether significant differences in reading score rank existed between or among the groups. The following conclusions were supported by the study: 1. Retarded reading ability apparently is associated with mixed eye-hand dominance significantly in children of the I.Q. range under 125. This association can be expected most frequently in first-grade children of I.Q. 111 and under. 2. Retarded reading ability is most likely to be associated with lack of binocular eye control in the second grade. 3. The mixed-dominant individual of normal or below-normal I.Q. is handicapped in reading compared to the unilaterally-dominant individual in this I.Q. range. 4. Mixed dominance probably diminishes in its effect on reading progress after children of I.Q. 111 and under enter second grade. A combination of adverse factgors may, however, produce the reverse outcome. 5. Right-to-left directional preference is significantly associated with reading progress. 7. Right-field fixation is not significantly associated with reading retardation. However, subjects with undecided eye control who respond to left visual fields score significantly lower than do subjects with decided eye control. 8. Reading retardation is significantly associated with figure-ground reversal on Wechsler's Block Design B. 9. Reading retardation is not significantly associated with figure-ground reversal as shown by Space responses on Rorschach Cards I and II. 10. However, in the group having decided binocular control, reading retardation is significantly associated with Space responses.