Warren D H, Anooshian L J, Widawski M H
Percept Mot Skills. 1975 Oct;41(2):615-30. doi: 10.2466/pms.1975.41.2.615.
Several tests of visual-auditory integration were designed to represent the various tasks that have been found to correlate with reading achievement in the early grades. The battery of tests was administered to about 100 first, 84 second, and 110 third graders. Several questions were posed: (1) Do the various tests of integration measure the same underlying ability or are there separate abilities that are tapped by the various tests? (2) Are the various tests correlated with reading because they tap a common integrative ability that is related to reading or are there several abilities, each related to reading independently to the others? (3) To what extent are the relationships between the integrative abilities and reading separate from the relationship between reading and IQ? Results indicated that there are separate integrative abilities, and multiple regression analyses showed that several of the integrative measures were correlated with reading independently of the other measures. Further, several of the integrative measures accounted for significant reading variance beyond that accounted for by IQ tests. The results were discussed in the context of the need to differentiate adequately between various patterns of perceptual weakness in the diagnosis and remediation of perceptually based reading difficulties.
设计了几项视听整合测试，以代表已发现与低年级阅读成绩相关的各种任务。对大约100名一年级、84名二年级和110名三年级学生进行了这一系列测试。提出了几个问题：（1）各种整合测试测量的是相同的潜在能力，还是各种测试挖掘出了不同的能力？（2）各种测试与阅读相关是因为它们挖掘出了与阅读相关的共同整合能力，还是存在几种能力，每种能力都与阅读独立相关？（3）整合能力与阅读之间的关系在多大程度上独立于阅读与智商之间的关系？结果表明存在不同的整合能力，多元回归分析表明，一些整合测量与阅读相关，且独立于其他测量。此外，一些整合测量解释了超出智商测试所解释的显著阅读方差。在诊断和纠正基于感知的阅读困难时，需要充分区分各种感知弱点模式的背景下讨论了这些结果。
