The Effects of Visual Discrimination Training on Reading Readiness Test Performance of Impulsive First Grade Boys

An impulsive conceptual tempo has been shown to be a factor affecting performance on some learning tasks. The purpose of this study was to determine if a visual discrimination treatment could alter the effects of an impulsive response style on performance on a readiness measure. Thirty-two impulsive...

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Bibliographic Details
Published inThe Journal of educational research (Washington, D.C.) Vol. 69; no. 9; pp. 338 - 340
Main Author Shapiro, Jon E.
Format Journal Article
LanguageEnglish
Published Bloomington, Ill Routledge 01.05.1976
Heldref Publications
Public School Pub. Co. for the University of Illinois, Bureau of Educational Research
Subjects
Auditory discrimination
Control groups
Discriminative listening
Performance readers
Posttests
Reading readiness tests
Speech discrimination
Standard score
Training
Visual discrimination
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Summary:An impulsive conceptual tempo has been shown to be a factor affecting performance on some learning tasks. The purpose of this study was to determine if a visual discrimination treatment could alter the effects of an impulsive response style on performance on a readiness measure. Thirty-two impulsive first grade boys were randomly assigned to either an experimental or a control group. Experimental Ss received 20 days of visual discrimination training. Posttest scores on a readiness measure showed significant differences between experimental and control Ss. It was concluded that visual discrimination training could compensate for impulsive response style.
ISSN:0022-0671
1940-0675
DOI:10.1080/00220671.1976.10884918