Validity of Measures Reflecting Visual Discrimination and Linguistic Constructs for a Sample of Second-Grade Hispanic Children Receiving Reading Instruction in Spanish
Restricted accessResearch articleFirst published online June, 1984
Validity of Measures Reflecting Visual Discrimination and Linguistic Constructs for a Sample of Second-Grade Hispanic Children Receiving Reading Instruction in Spanish
The concurrent and discriminant validity of La Prueba de Analisis Auditivo (PAA), a Spanish auditory perception test, and the validity of the perceptual deficit hypothesis and of hypotheses derived from verbal processing theory were evaluated in a sample of 114 second-grade Hispanic pupils receiving reading instruction in Spanish. Pupils were assessed on measures representing intelligence, verbal and non-verbal visual discrimination and three linguistic constructs (phonemic segmentation, verbal encoding, and visual-verbal encoding) as well as on a standardized criterion measure of second-grade Spanish reading achievement. The investigators concluded that the perceptual deficit hypothesis was untenable but that hypotheses derived from the verbal processing theory received at least partial support. Phonemic segmentation as measured by the PAA appeared to be statistically independent of other predictor variables as well as a statistically valid and educationally meaningful predictor of second-grade Spanish reading achievement.
Get full access to this article
View all access options for this article.
References
1.
Allington, R. L. (1977). The visual "confusability" of high frequency words. Journal of Learning Disabilities. 10, 444-449.
2.
Allington, R. L. , Gormley, K., and Truex, S. (1976). Poor and normal reader's achievement on visual tests involving high frequency, low discriminability words. Journal of Learning Disabilities. 9, 292-296.
3.
Baron, J. (1979). Orthographic and word specific mechanisms in children's reading of words. Child Development. 50, 60-72.
4.
Calfee, R. C. , Lindamood, C., and Lindamood, P. (1972). Acoustic-phonetic skills and reading-kindergarten through twelfth grade. Journal of Educational Psychology. 64, 293-298.
5.
CTB/McGraw-Hill. (1974). Comprehensive Tests of Basic Skills. Monterey, Calif.: Author.
CTB/McGraw-Hill. (1979). CTBS Español - technical manual. Monterey, Calif.: Author.
8.
DeAvila, E. A. and Duncan, S. E. (1977). Language assessment scales LAS I. Corte Maders: Linguametrics Group.
9.
Guilford, J. P. and Fruchter, B. (1973). Fundamental statistics in psychology and education (5th ed.). New York: McGraw-Hill.
10.
Gupta, R. , Ceci, S. J., and Slater, A. M. (1978). Visual discrimination in good and poor readers. Journal of Special Education. 12, 409-416.
11.
Liberman, I. Y. and Shankweiler, D. (1979). Speech, the alphabet, and teaching to read. In L. Resnick and P. Weaver (Eds.), Theory and practice of early reading (Vol. 2). Hillsdale, N.J.: Erlbaum.
12.
Mares, S. (1980). Prueba de expreción oral y percepción de la lengua Española. Los Angeles: Office of the Los Angeles County Superintendent of Schools.
13.
Mattingly, I. G. (1972). Reading, the linguistic process, and linguistic awareness. In J. F. Kavanagh and I. G. Mattingly (Eds.), Language by ear and by eye. Cambridge, Mass.: The MIT Press.
14.
Morrison, J. A. (1978). La prueba de analisis auditivo: Auditory perception and Spanish reading. A paper presented at the California Association of School Psychologists and Psychometrists Conference, Los Angeles, April.
15.
Morrison, J. A. (1983a). Hebrew Visual Discrimination Test. West Covina, Calif.: Author. MORRISON AND MICHAEL
16.
Morrison, J. A. (1983b). Spanish Visual Auditory Learning Test. West Covina, Calif.: Author.
17.
Morrison, J. A. (1983c). Spanish Visual Discrimination Test. West Covina, Calif.: Author.
18.
Morrison, J. A. and Michael, W. B. (1982). The development and validation of an auditory perception test in Spanish for Hispanic children receiving reading instruction in Spanish. Educational and Psychological Measurement, 42, 657-669.
19.
Nie, N. H. , Hull, C. H., Jenkins, J. G., Steinbrenner, K., and Bent, D. H. (1975). SPSS: Statistical package for the social sciences (2nd ed.). New York: McGraw-Hill.
20.
Orton, S. T."Word blindness" in school children . (1925). Archives of Neurology and Psychiatry. 14, 581-615.
21.
Orton, S. T. (1937). Reading, writing, and speech problems in children. London: Chapman and Hall.
22.
Ransom, G. A. (1978). Preparing to teach reading. Boston: Little, Brown.
23.
Raven, J. C. (1962). Coloured Progressive Matrices. London: H. K. Lewis.
24.
Rosner, J. (1973). Language arts and arithmetic achievement and specifically related perceptual skills. American Educational Research Journal. 10, 59-68.
25.
Rosner, J. (1975). Helping children overcome learning disabilities. New York: Walker and Company.
26.
Rosner, J. and Simon, D. (1971). The auditory analysis test: An initial report. Journal of Learning Disabilities. 4, 384-392.
27.
Swanson, L. . (1978). Verbal encoding effects on the visual short-term memory of learning disabled and normal readers. Journal of Educational Psychology. 70, 539-544.
28.
Swanson, L. (1983). A study of nonstrategic coding on visual recall of learning disabled readers. Journal of Learning Disabilities. 16, 209-216.
29.
Velluntino, F. R. (1979). Dyslexia: Theory and research. Cambridge, Mass.: The MIT Press.
30.
Velluntino, F. R. , Pruzek, R. M., Steger, J. A., and Meshoulam, U. (1973). Visual recall in poor and normal readers as a function of orthographic-linguistic familiarity. Cortex. 9, 368-384.
31.
Velluntino, F. R. , Steger, J. A., Harding, C., and Phillips, F. (1975). Verbal vs. nonverbal paired-associates learning in poor and normal readers. Neuropsychologia. 13, 75-82.
32.
Woodcock, R. W. and Johnson, M. B. (1977). Woodcock-Johnson Psycho-Educational Battery. Boston: Teaching Resources.
