Citation

Rose SA, Feldman JF, Jankowski JJ, Futterweit LR. J. Learn. Disabil. (Thousand Oaks) 1999; 32(3): 256-266.

Affiliation

Department of Pediatrics, Kennedy Center, Albert Einstein College of Medicine, Bronx, NY 10461, USA. SROSE@AECOM.YU.EDU

Copyright

(Copyright © 1999, SAGE Publishing)

DOI

unavailable

PMID

15508245

Abstract

The present study reexamined the relevance of auditory and visual cross-modal matching to reading ability, an issue first addressed in a seminal study by Birch and Belmont (1964). By presenting all patterns to be matched as temporal sequences of tones and lights, including intramodal as well as cross-modal conditions, and covarying memory, three problems with the Birch and Belmont design were corrected. Results showed that poor readers had difficulty in perceiving temporal patterns generally: They did worse than good readers not only on cross-modal conditions but also on intramodal ones. These results were replicated in two tasks. Nonetheless, hierarchical regressions provided some indication that cross-modal abilities themselves are relevant to reading. For one of the two tasks, cross-modal performance contributed to the prediction of reading ability over and above intramodal performance. Poor readers also showed slower response times--a factor that contributed marginally to the prediction of reading independent of temporal processing.

Language: en