IDENTIFICATION AND Di IDI)IATION OF PERCEPTUAL HANDICAPS IN LEARNING TO READ

Results of an investigation of the effects of perceptual training upon selected measures of reading achievement are reported. Subjects were 87 second-grade children of average intelligence who had evidenced reading difficulties as well as perceptual deficits. They were chosen from the Glen Cove. New York. school district on the basis of their performance on the following tests: the Lorge-Thorndike Intelligence Scale: the Wechsler Intelligence Scale for Children (WISC): the Stanford Reading Test. Word Recognition section: and the Frostig Developmental Test of Visual Perception. Subjects were divided into three matched groups: a group that received 25 minutes of perceptual training twice a we,-k. a group that received traditional remediation for the same length of time, and a control group. An analysis of variance of the reading achievement scores showed no significant differences before treatment. A t-test revealed that the remedial reading group post-test scores were significantly higher (.05 level) than those of either the control group or the perceptual training group. An analysis of variance of the Frostig data showed no significant differences between the means of the three groups. No distinctive WISC subtes