From the notion that reading is a process of continuous intersensory integrations of visual-tactual-kinesthetic information, it was hypothesized that deficits at the automatic sequential level of the ITPA primarily affect this integrative process. Thus, measures of visual-tactual-kinesthetic integration should discriminate between adequate and inadequate readers. An extensive test battery was administered to 40 matched pairs of adequate and inadequate readers in the second and third grades in two conmmnities. Significant differences between communities and between sexes were found. Insufficient support for the hypothesis was obtained.
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