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Comparison of deaf children's performances on tasks related to reading skills. Leslie, Perry Thorold
Abstract
The investigation attempted to differentiate between a deaf population's retarded and non-retarded readers on selected performance tasks. Twenty-seven deaf subjects were divided into three groups for purposes of the investigation. The groups consisted of nine retarded readers with I.Q.s below 90 on the WISC Performance scale, nine retarded readers with I.Q.s above 90 on the WISC Performance scale, and nine non-retarded readers with I.Q.s above 90 on the WISC Performance scale. Subjects were administered the Bender-Gestalt Test, the Graham and Kendall Memory for Designs Test, and the Picture Completion, Picture Arrangement, Block Design, Object Assembly, and Coding sub-tests of the WISC. Statistical treatment of the data did not significantly differentiate between retarded and non-retarded readers. Consideration of the data revealed that the deaf subjects' mean performance levels on visual motor tasks were below the mean performance levels of hearing children. Also, the deaf subjects' performances on Block Designs and Object Assembly were generally superior to their performances on Coding. Coding performance levels of the deaf subjects were below mean performance levels of hearing children. Educational implications were drawn from these observations.
Item Metadata
Title |
Comparison of deaf children's performances on tasks related to reading skills.
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Creator | |
Publisher |
University of British Columbia
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Date Issued |
1970
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Description |
The investigation attempted to differentiate between a deaf population's retarded and non-retarded readers on selected performance tasks. Twenty-seven deaf subjects were divided into three groups for purposes of the investigation. The groups consisted of nine retarded readers with I.Q.s below 90 on the WISC Performance scale, nine retarded readers with I.Q.s above 90 on the WISC Performance scale, and nine non-retarded readers with I.Q.s above 90 on the WISC Performance scale.
Subjects were administered the Bender-Gestalt Test, the Graham and Kendall Memory for Designs Test, and the Picture Completion, Picture Arrangement, Block Design, Object Assembly, and Coding sub-tests of the WISC. Statistical treatment of the data did not significantly differentiate between retarded and non-retarded readers.
Consideration of the data revealed that the deaf subjects' mean performance levels on visual motor tasks were below the mean performance levels of hearing children. Also, the deaf subjects' performances on Block Designs and Object Assembly were generally superior to their performances on Coding. Coding performance levels of the deaf subjects were below mean performance levels of hearing children. Educational implications were drawn from these observations.
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Genre | |
Type | |
Language |
eng
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Date Available |
2011-06-15
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Provider |
Vancouver : University of British Columbia Library
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Rights |
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.
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DOI |
10.14288/1.0102233
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URI | |
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Affiliation | |
Degree Grantor |
University of British Columbia
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Campus | |
Scholarly Level |
Graduate
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Aggregated Source Repository |
DSpace
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Item Media
Item Citations and Data
Rights
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.